Beginning teachers' conceptual understandings of effective history teaching: examining the change from “subject knowers” to “subject teachers”

Abstract

This article reports the investigation of change in preservice teachers' conceptions of effective history teaching across a secondary history methods course in a postgraduate diploma of education program. Using concept mapping to plot shifts in their expressed reflections, data were obtained that indicate personal constructs of effective history teaching based around participants' map structures, curriculum understandings, knowledge of subject matter, knowledge of learners, knowledge of pedagogies, and pedagogical content knowledge. The purpose of this article is twofold: to present the findings of research exploring the growth in conceptual understandings of early career history teachers promoted through the use of concept maps, and to discuss the participants' response to tangible opportunities to reflect on their own conceptual understandings of history teaching.

Designing a graduate entry route for police recruits: lessons from a rapid evidence assessment of other professions

“…They are then able to relate this observation to their own practice, or context, and make "evidence based comments" and peer assessments (Coffey, 2014: 89;Lamb, 2015;Zhang, 2004b). This also enables them to reflect on what they could have done differently or better in the next iteration of the situation or event (Reitano and Green, 2013).…”

Eliciting the True Self: The Effects of Doctoral Education on Students’ Implicit Leadership Theories and Authentic Leader Identity Development

“…More recently, PCT has been used to explore dimensions of cognitive complexity (for a review, see Kovarova & Filip, 2015). The literature applying PCT to the study of education (Gilbert, 1990; Hewitt, 2005; Middleton, 1995; Reitano & Green, 2013), including higher education (Latta & Swigger, 1992; Kozikoglu, 2017; Kreber, Castleden, Erfani, Lim, & Wright, 2003; Weingarten, 2007), is extensive, but few studies have been conducted at the doctoral level (Ilin, 2016). Similarly, PCT has been applied to the study of business (Armour, 2016; Birt & Vigar, 2002; Brook & Brook, 1989; Catania & Randall, 2015; Pattakos & Dundon, 2017) and organizational culture (Coopman, Hart, Allen, & Haas, 1997; Langan-Fox & Tan, 1997), but appropriation of the theory for the study of leadership has been limited.…”

Usages et fonctions du matériel didactique : pratiques déclarées d’enseignants et de futurs enseignants d’histoire au secondaire

“…Dès lors, la formation initiale des futurs enseignants d'histoire au secondaire semble un enjeu important du système éducatif québécois, en particulier si on souhaite des pratiques innovantes et variées. Or, la formation initiale des futurs enseignants d'histoire ne semble pas toujours modifier leurs représentations quant à l' enseignement de l'histoire (Monte-Sano, 2011;Reitano et Green, 2013). Il ne faut probablement pas en être surpris si, comme étudiants à l'université, ils expérimentent le plus souvent des cours magistraux qui requièrent peu de recherches et d'analyses de sources historiques (Lévesque, 2016).…”