History 7–11

Nichol, Jon; Dean, Jacqui

doi:10.4324/9780203287170

Cited by 11 publications

(4 citation statements)

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“…Each teacher's practitioner research culminated in them producing a 'teaching case' based upon an 'archive' of data that the action research had generated (Nichol with Dean, 1997;Turner-Bisset, 2005). The teachers' archives consisted of highly detailed accounts of the planning, teaching, lesson plans, related teaching materials, displays, assessment instruments, commentaries upon the teaching, reflections and pupil work.…”

Section: Research Methodology: Action Research Data Collection and Amentioning

confidence: 99%

“…The teachers then implement the approach in their own teaching. The John Green detective teaching protocol was one of 32 major expert teaching protocols (Figure 4) that the NPHP course introduced (Fines & Nichol, 1997;Nichol with Dean, 1997). You are one of a team of detectives in a car that has been called to the scene of a ghastly crime -a murder.…”

Section: Expert Practice and Cognitive Apprenticeship: Theory Into Prmentioning

confidence: 99%

“…The Greendie mystery maps directly on to the mainstream of history teaching innovation and development in England since the 1970s (see Figure 3). The Schools Council History Project that has transformed history teaching draws heavily upon Collingwood's metaphor; indeed, Collingwood's thinking provided the Schools Council History Project with its philosophical foundation that history is a process of enquiry with a discrete body of syntactic concepts, skills, procedures and protocols (Nichol with Dean, 1997;Phillips, 2002, pp. 16-18).…”

Section: Expert Practice and Cognitive Apprenticeship: Theory Into Prmentioning

confidence: 99%

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Cognitive apprenticeship and teachers’ professional development

Nichol

Turner‐Bisset

2006

Journal of In-Service Education

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Section: Research Methodology: Action Research Data Collection and Amentioning

confidence: 99%

Section: Expert Practice and Cognitive Apprenticeship: Theory Into Prmentioning

confidence: 99%

Section: Expert Practice and Cognitive Apprenticeship: Theory Into Prmentioning

confidence: 99%

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Cognitive apprenticeship and teachers’ professional development

Nichol

Turner‐Bisset

2006

Journal of In-Service Education

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“…It is also as a prerequisite for effective enquiry-based teaching identified by McDiarmid, Ball, and Anderson (1989), and by McNamara (1991). Sophistication covers an awareness of scholarly debates (Rogers, 1979), and recommendation for the increasing acquaintance of the writings of historians and a knowledge of typical historical controversies (VanSledright, 1996;Nichol with Dean, 1997;McAleavy, 2000). The need for discipline, especially in restraining the effect of diffusion of focus in crosscurricular work, has been identified by Rogers (1979) and the DES (1990).…”

Section: C) What Are the Implications Of The Study For Knowledge Basementioning

confidence: 99%

From Novice to Effective Teacher: A Study of Postgraduate Training and History Pedagogy

Guyver¹,

Nichol²

2004

History Education Research Journal

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The question of what makes for effective initial professional development of teachers is both complex and contested. From 1992 in England there have been major changes to the pattern of initial teacher training [ITT], changes that have been centrally imposed with minimal or no consultation with the Higher Education Institutes' [HEI] teacher training community involved. The revolution has seen initial professional development move its locus from HEIs to schools and colleges, with a downgrading in both the role and status of HEIs in the process. The study reported below is a longitudinal one from 1996-2000 into the factors that affect the professional development of teachers of history to 7-11 year olds. Because of the disruption caused by changes in government policy towards both schools and HEIs the research adopted a case study approach, examining the career paths of 18 initial trainees within the context of developing their professionalism. The findings are accordingly tentative but suggest that professional development in terms of the teaching of history is a highly complex long-term process that has two dominant influences: the students' prior experience of both learning and being taught history and the Initial Teacher Training within the HEI. The paper examines within the ITT course the affect that an Intervention Strategy for the teaching of History had upon the student teachers. The conclusion is that where students have a well developed and syntactic understanding of the discipline prior to the course that the Intervention Strategy builds upon and complements, they are able to develop many of the features of proto-expert teachers of history. Where their prior experience of history as an academic discipline is limited, both the overall college course and the Intervention Strategy have a relatively superficial impact upon their development as teachers of history.

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Closing the Book on Social Studies: Four Classroom Teachers Go beyond the Text

Dunn

2000

The Social Studies

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History 7–11

Cited by 11 publications

References 0 publications

Cognitive apprenticeship and teachers’ professional development

Cognitive apprenticeship and teachers’ professional development

From Novice to Effective Teacher: A Study of Postgraduate Training and History Pedagogy

Closing the Book on Social Studies: Four Classroom Teachers Go beyond the Text

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