History Teaching Approaches Preferred by Turkish and Russian History Teachers

Autor/in	Akhan, Osman
Titel	History Teaching Approaches Preferred by Turkish and Russian History Teachers
Quelle	In: World Journal of Education, 11 (2021) 1, S.62-74 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	History Instruction; Preferences; Teaching Methods; Secondary School Teachers; Career Choice; Educational Experience; Professional Development; Self Evaluation (Individuals); War; Comparative Education; Educational Objectives; Foreign Countries; Turkey; Russia + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungserfahrung; Krieg; Vergleichende Erziehungswissenschaft; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Türkei; Russland
Abstract	The purpose of this research is to determine the opinions of Turkish and Russian history teachers regarding teaching of history, and to present, on a comparative basis, the understanding of history in the two countries as well as the methods of history teaching preferred by the teachers there. The research was designed as a case study, which is one of the qualitative research methods. The sample consisted of 13 Turkish and 13 Russian teachers working as history teachers in Turkey and Russia in the 2020-2021 academic year. The convenience sampling method was used in the study. The data of the study were collected by correspondence via e-mail with a questionnaire form consisting of open-ended questions created by the researchers. Descriptive analysis was used to analyze the data. When the results of the study are evaluated in general, it is observed that the Russian history teachers are more flexible in history teaching and attach more importance to innovative history teaching, while the Turkish teachers perform more curriculum-centered history teaching compared to their Russian colleagues. In addition, it can be said that Russian history teachers pay more attention to their professional development than Turkish history teachers, and they incorporate more historical thinking skills in classroom activities. It is possible to say that the results of the study originate from the objectives of history teaching in the two countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01