History, memory and learning to teach

Abstract

How do individual and social memories get reworked in the crucible of a teacher education program, as student-teachers prepare to teach history to the next generation in a democratic, multicultural, and multinational state? is study posits four key competencies that studentteachers need in order to transcend history as the simple transmission of social memory. It takes the form of intertwined autobiographical narratives of the three authors: two were studentteachers and the third, their instructor. It recounts their experience with memory and history prior to the teacher education program and then follows them through the program and into the schools. While it demonstrates their work with critical historical competencies, it also acknowledges a necessary persistence of issues of memory.

The pre-service practicum experience and inquiry-oriented pedagogy: Evidence from student teachers’ lesson planning

“…Research on teacher education suggests the need for teacher candidates to develop skills with instructional practices related to inquiry such as writing and historical interpretation, distinguishing between different historical arguments, recognizing that historical interpretations can change and evolve over time, and understanding history as a cognitively sophisticated discipline in which conclusions are provisional and subject to reinterpretation (Bain & Mirel, 2006;Bohan & Davis, 1998;Fallace, 2007;Fallace & Neem, 2005;Seixas, Fromowitz, & Hill, 2002). Although the benefits of inquiry-oriented approaches may seem well-established in light of scholarly research, empirical investigations into teacher education programs demonstrate the uneven ways in which such practices get taken up by pre-service and in-service teachers.…”

Promoting Inquiry-Oriented Teacher Preparation in Social Studies through the Use of Local History

“…As Seixas, Fromowitz, and Hill (2002) note about teacher education in history, it is “crucial that they [pre-service teachers] develop knowledge, approaches, and dispositions that transcend the simple evocation of knowledge” (p. 44). Yet, investigations into inquiry in secondary science classrooms (Kuhn et al, 2000) provide sobering evidence of just how difficult it is for young adolescents to develop the cognitive skills necessary for doing inquiry-oriented learning.…”

Whose History? Engaging History Students through Historical Fiction

“…Memory is the product of direct experience; history is the product of [a disciplined] questioning, inquiry and critique. (2005, p. 116) However, Seixas, Fomowitz and Hill (2005) go on to argue that 'this simple bifurcation fails on many counts' (p. 116). It does not take into account the fiercely held ramifications of 'the structures of social memory, as well as the deeply felt passions that stir people to engage in history ' (p. 116).…”