scholarly journals Trend of History Teaching Practice through the Association of Korean History Teachers: Focused on the ‘Lesson Stories’ of magazine History Education

2018 ◽  
Vol null (30) ◽  
pp. 169-210
Author(s):  
정미란
Keyword(s):  
Teaching Practice ◽  
History Education ◽  
History Teachers ◽  
History Teaching ◽  
Korean History ◽  
Magazine History

scholarly journals Pedagogic Dilemma for History Education: Voices of Student Teachers in Lesotho

2015 ◽  
Vol 2 (2) ◽  
pp. 182
Author(s):  
Raymond N. Fru
Keyword(s):  
High Schools ◽  
Student Teachers ◽  
Academic Discipline ◽  
History Education ◽  
Educational Systems ◽  
History Teachers ◽  
History Teaching ◽  
The Status ◽  
The Subject

<p><em>It is no secret that history education in many parts of the world is</em><em> </em><em>facing immense challenges. This academic discipline has never been under more pressure to justify its place in the curriculum of many educational systems. While some systems such as South Africa have overtly downplayed the importance of the discipline through unfavorable curriculum implementations over the years since the dawn of democracy, other systems like Lesotho have adopted more covert strategies to systematically out-phasing history education in the secondary and high schools. The result in the case of Lesotho is that the subject is very unpopular in secondary and high schools as the number of schools teaching the subject has dwindled drastically over the years. The situation is exacerbated by poor Junior Certificate (JC) examination results for the few schools that teach the subject. </em></p><p><em>Against this backdrop, this article engages the discourses around the status of history education in the context of Lesotho from a student teacher’s perspective. While many studies have focused on the role of students, government departments and school administrations in explaining the negative position of history education, the stance in this article is that the role of the history teacher is as vital and cannot be undermined. Teachers’ understanding of the objectives of history teaching and their attitudes towards the discipline has important implications for the way the discipline is perceived by students and the public. As a result, this article presents findings ofa study conducted with some novice history teachers in Lesotho on their understandings of the objectives of history teaching especially in a Lesotho context. Such understandings are then used as a basis to theorise the status of the discipline, but also to reflect on the future of history education in Lesotho.</em></p>

scholarly journals "One Great Epic Unfolding": H.G. Wells and the Interwar Debate on the Teaching of History

2014 ◽  
Author(s):  
Ken Osborne
Keyword(s):  
History Education ◽  
First World War ◽  
World War ◽  
Human Species ◽  
History Teachers ◽  
Policy Makers ◽  
History Teaching ◽  
The First World War ◽  
First World ◽  
The Universe

AbstractThis essay explores H.G. Wells’s attempts to reform the teaching of history between the two World Wars. Holding history teachers largely responsible for creating the mood of bellicose nationalism that made the First World War possible, Wells concluded that only a fundamentally reformed history education would ensure the survival of the human species. He pressed for a global history, to be taught in all the world’s schools, that began with the origins of the universe and ended with the present and a glimpse into the future that transcended national borders, and would be taught appropriately. Wells was widely read and often quoted by teachers but was unable to change the priorities of educational policy-makers. This essay examines his objections to conventional history; explores his alternative model of history education; and explains his eventual failure. Wells made an important contribution to the debate about history teaching in the inter-war years and his educational ideas have been unduly neglected. Résumé Cet article expose les tentatives de l’écrivain H. G. Wells en vue de réformer l’enseignement de l’histoire entre les deux guerres mondiales. Il tenait les professeurs d’histoire responsables du climat de nationalisme belliqueux qui avait rendu possible la guerre de 1914-1918. Wells était arrivé à la conclusion que seule une réforme en profondeur de l’enseignement de l’histoire pouvait assurer la survivance de l’espèce humaine. Il préconisait une histoire universelle, enseignée dans toutes les écoles du monde, qui commencerait avec les origines de l’univers et qui se terminerait avec le présent et un aperçu du futur qui transcenderait les frontières nationales. Cette histoire se devait d’être enseignée adéquatement. Beaucoup lu et souvent cité par des enseignants, néanmoins Wells n’a pas réussi à influencer les orientations des programmes. Cet article examine sa critique de l’enseignement conventionnel de l’histoire, explore son modèle alternatif et explique son échec éventuel. La contribution importante de Wells au débat sur l’enseignement en histoire durant l’entre-deux-guerres et ses idées éducationnelles ont été par trop négligées.

The Efficiency of the Modern Practice of Teaching the Critical Analysis of Historical Sources in Russian Teachers' Self-Assessments

2021 ◽  
pp. 226-235
Author(s):  
Olga M. Khlytina ◽  
Keyword(s):  
Teaching Practice ◽  
Internet Survey ◽  
Historical Knowledge ◽  
Historical Sources ◽  
History Teachers ◽  
Functional Literacy ◽  
Low Level ◽  
The Past ◽  
Dominant Feature ◽  
The Subject

The article summarizes the results of an Internet survey of history teachers, in which 216 teachers from 31 regions of Russia took part. The author considers the development of the subject-oriented ability to work with historical sources in the context of the development of schoolchildren's functional literacy as a priority task of the modern Russian school. The aim of the study is to characterize the methodological ways of teaching schoolchildren the methods of analyzing historical sources dominant in teachers' work based on expert teachers' assessments of how well graduates of the 9th and 11th grades mastered the ability to critically analyze historical sources, identify their effectiveness, suggest options for improving mass teaching practice. The analysis of literature has shown that the ability to analyze historical sources is interpreted as the basis for the development of historical and critical thinking, a person's ability to independently cognize the past. Methodological science has substantiated various models of student analysis of historical sources based on the methodology of modern historical science and focused on the development of schoolchildren' subject and metasubject skills, functional literacy. At the same time, the results of the survey indicate that the vast majority of the teachers organize work with sources outside any system and sequence, and no more than once or twice during the term. Explaining the reasons for this, the teachers point to work overload, lack of high-quality didactic support of courses, and a low level of student learning. They also say they need advanced training in teaching schoolchildren to work with historical sources. The teachers note the low level of their students' mastery of the basic procedures for analyzing historical sources: according to the teachers' assessments, in 60-80% of classes in Russian schools, less than half of the students mastered the basic ability to “read” sources (extract explicit and implicit information). According to a third of the teachers, no more than 20% of their students are able to complete tasks on commenting on a historical source when a student, relying on knowledge of the context, begins to understand the past, think as historians think. Another quarter of the teachers indicated an interval of 30-40%. When working with sources, the dominant feature is the formation of historical knowledge, and the tasks of the students' learning the activity- and value-based components of educational historical knowledge are not solved effectively enough, which ultimately makes it difficult for students to achieve results in the subject and complicates the solution of the complex tasks of improving the quality of education that Russian education is faced with today.

scholarly journals History Teaching Approaches Preferred by Turkish and Russian History Teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 62
Author(s):  
Osman Akhan
Keyword(s):  
Descriptive Analysis ◽  
Thinking Skills ◽  
Russian History ◽  
History Teachers ◽  
History Teaching ◽  
Classroom Activities ◽  
Questionnaire Form ◽  
Academic Year ◽  
E Mail

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.

scholarly journals Globalization and Korean History Education in English in Korea

2010 ◽  
Vol 13 (2) ◽  
pp. 13-31 ◽  
Author(s):  
in jae LEE ◽  
이현숙
Keyword(s):  
History Education ◽  
Korean History

Teaching history in Japan and England: exchanging ideas and comparing knowledge

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matthew Fearns-Davies ◽  
Tsutomu Kubota ◽  
Fumina Tachibana ◽  
Yuko Kato ◽  
Ian Davies
Keyword(s):  
International Collaboration ◽  
Citizenship Education ◽  
Global Citizenship ◽  
History Education ◽  
Contextual Knowledge ◽  
History Teachers ◽  
Content Type ◽  
Global Citizenship Education ◽  
Teaching History ◽  
Teachers And Students

PurposeThis paper describes and discusses collaboration between history teachers in England and Japan. The purpose of this paper is to explore the ways in which history is taught in each country as a part of a general commitment to international collaboration and as a means by which we could explore the connection between history education and global citizenship education.Design/methodology/approachThe teachers created two lessons (one from England and one from Japan) about the Russian revolution. Both lessons were taught in each country. Data were gathered from students and teachers to aid reflections on the nature and outcome of the collaboration.FindingsThe collaboration was very positive. Teachers and students were excited to work together and to experience different ways of learning about the past. There were different approaches to the ways in which knowledge was characterized in each country (teachers in England emphasizing contextually based historical interpretations; teachers in Japan emphasizing content and contextual knowledge).Originality/valueThis work contributes to the limited amount of research that is currently available about professional collaboration between high school teachers and students of history in Japan and England. The arguments that are made about the opportunities for international collaboration in the context of different characterizations of pedagogical content knowledge contribute to a relatively unexplored field. The authors contribute to our understandings of the relationship between history education and global citizenship education.

Trainee Teachers' Perceptions of History Teaching and the Critical Education of Citizenship

2020 ◽  
pp. 239-263
Author(s):  
Cosme Jesús Gómez Carrasco ◽  
Ramón López Facal ◽  
Belen María Castro Fernandez
Keyword(s):  
Primary Education ◽  
Teaching Practice ◽  
Critical Education ◽  
History Teaching ◽  
Santiago De Compostela ◽  
Teachers Perceptions ◽  
Trainee Teachers ◽  
Active Teaching ◽  
Implicit Model ◽  
Critical Model

This chapter presents the results of a study carried out at the Universities of Murcia and Santiago de Compostela in Spain regarding the perceptions of trainee primary education teachers about educational knowledge of history education. The decision was taken to employ a quantitative non-experimental design via a Likert-type questionnaire (values from 1 to 5). Significant data have been obtained making it possible to carry out a diagnosis of their professional competencies. The results show that the majority of trainee primary education teachers identify with a critical model of teacher, one who must use active teaching methods and promote ethical values related with social justice. However, this idea contrasts with an implicit model which is much more traditional in its theoretical and methodological conceptions. In the conclusions, its propose the need to improve teacher training linking it more directly with the carrying out of teaching practice.

scholarly journals Preservice History Teachers’ Attitudes towards Identity Differences

2017 ◽  
Vol 7 (3) ◽  
pp. 11
Author(s):  
Fatih Yazici
Keyword(s):  
Preservice Teachers ◽  
History Education ◽  
Mutual Understanding ◽  
History Teachers ◽  
History Curriculum ◽  
Attitudes And Perceptions ◽  
Identity Attitudes ◽  
Limited Scale ◽  
Teachers Attitudes ◽  
Current History

The ongoing changes in history education in support of diversity have an effect on Turkey even if on a limited scale. Although the current history curriculum in Turkey promotes the identity transmission instead of respecting different identities, it also has some goals such as “teaching the students about basic values including peace, tolerance, mutual understanding, democracy, and human rights, and making them sensitive about maintaining and improving these values”, which is compatible with the contemporary understanding of history education. However, it must be noted that the attitudes and perceptions of teachers are as important as their presence in curriculum in terms of reaching the aims of history education. The aim of this study was to reveal preservice history teachers’ attitudes towards identity differences. Identity Attitudes Scale (IAS), which was developed by Yazici (2016) to measure the attitudes towards identity differences, was conducted on 314 preservice history teachers. Preservice teachers’ attitudes towards identity differences in terms of gender, and their ethnic, religious and political identities were examined using t-test and one-way variance analysis. As a result, it was found that the variables had effect on preservice teachers’ attitudes at varying rates.

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