"I Want to Use My Subject Matter to...": The Role of Purpose in One U.S. Secondary History Teacher's Instructional Decision Making

Hover, Stephanie van; Yeager, Elizabeth A.

doi:10.2307/20466658

Cited by 37 publications

(20 citation statements)

References 15 publications

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“…Using examples from these disciplinary areas and bringing them in with relevant teaching methodologies (e.g., historical thinking dimensions, narrative approaches to personal and collective history) could spark teachers' overall knowledge possession and self-confidence. If given in concert with a heightened awareness of their social posture, and if they were to make the underlying connections between their sense of purpose and the reasons for why they would choose certain methodologies and approaches over others, teachers may also develop that important sense of responsibility greatly needed to get more information on their own, thereby not always necessitating a higher number of courses in Canadian history (Cercadillo, 2010;van Hover & Yeager 2007;Voss & Carretero 1994;Wineburg 2001).…”

Section: Background Knowledge Of Teachersmentioning

confidence: 99%

“…As creative teacher educators may introduce such distinctive approaches to their teaching as inquiry-based learning and historical thinking (Lévesque, 2008;VanSledright, 2002), assuming and hoping that these would make their students better teachers, prospective teachers' own personal beliefs about pedagogy and history, and about epistemological and life understandings may all have a greater effect in the long-run (Adler, 2008;Barton & Levstik, 2004;van Hover & Yeager, 2007;VanSledright & Reddy, 2014).…”

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confidence: 99%

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Developing Historical Consciousness and a Community of History Practitioners: A Survey of Prospective History Teachers Across Canada

Lévesque

Zanazanian

2016

mje

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Cet article s’intéresse à la conscience historique des futurs professeurs d’histoire au Canada. Réalisée auprès de participants bénévoles (N=233) à l’aide d’un outil de sondage en ligne s’inspirant de la recherche pancanadienne Les Canadiens et leurs passés, cette enquête étudie les connaissances de base, la perception de la fiabilité des sources, l’expérience en classe d’histoire et la vision de l’histoire en milieu scolaire de futurs enseignants. Les résultats mettent en lumière le fait que peu d’entre eux possèdent une connaissance approfondie de l’histoire canadienne. De plus, ceux-ci ont peu d’expérience des méthodes d’enseignement basées sur l’enquête historienne. Cependant, une majorité des futurs professeurs a une représentation très prégnante de ce qu’est l’histoire en milieu scolaire et de ses fins. Cet article aborde les retombées de cette recherche, notamment le besoin de communautés professionnelles d’enseignants de l’histoire.This paper looks at the historical consciousness of prospective history teachers in Canada. Using a bilingual online survey instrument inspired by the pan-Canadian research Canadians and their Pasts with volunteer participants (N=233), the study investigates their background knowledge, their perceptions of the trustworthiness of sources, their experiences in the history classroom, and their visions of school history. Results reveal that few prospective teachers have extensive knowledge of Canadian history and limited experience with active, inquiry-based teaching approaches to the past. However, a majority of them have very strong conceptions and sense of purposes regarding school history. The paper discusses the implications of this study, notably the need for professional communities of history practitioners

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Section: Background Knowledge Of Teachersmentioning

confidence: 99%

mentioning

confidence: 99%

Developing Historical Consciousness and a Community of History Practitioners: A Survey of Prospective History Teachers Across Canada

Lévesque

Zanazanian

2016

mje

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“…Cette compétence nécessite des opérations intellectuelles particulières : formuler un problème, lire et interpréter différentes sources, organiser et sélectionner les informations pertinentes, relativiser son point de vue, etc. Toutefois, cet exercice dépend du temps qui lui est alloué en classe (Charland, 2002 ;Martineau, 1999), de la formation des enseignants (Chowen, 2005 ;Kohlmeier, 2003 ;Monte-Sano, 2008 ;Morton, 2011) ou de leurs conceptions disciplinaires (Bouhon, 2009 ;Demers, 2012 ;Moisan, 2010 ;van Hover et Yeager, 2007). De plus, les activités d'apprentissages proposées par les récents ensembles didactiques (manuel, guide de l'enseignant et cahier d'exercices) d'histoire au Québec ne semblent pas toujours solliciter la méthode historique (Boutonnet, 2009 ;Lévesque, 2011).…”

Section: Declared Practices Of High School History Teachers' Use Of Eunclassified

“…En effet, si nous avons déjà remarqué que les pratiques enseignantes favorisant l'exercice de la méthode historique dépendent de leur formation et du temps alloué en classe, il est tout aussi important de noter que les modèles d'interventions varient selon les fondements disciplinaires des enseignants (Bouhon, 2009 ;Demers, 2012 ;Klein, 2010 ;Kohlmeier, 2003 ;Moisan, 2010 ;van Hover et Yeager, 2007).…”

Section: L'intervention éDucativeunclassified

Pratiques déclarées d’enseignants d’histoire au secondaire en lien avec leurs usages des ressources didactiques et l’exercice de la méthode historique

Boutonnet

2016

mje

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L’article propose une analyse descriptive de pratiques déclarées d’enseignants d’histoire au secondaire en lien avec leurs usages des ressources didactiques et l’exercice de la méthode historique. Nous proposons une analyse complémentaire d’un sondage sur les fonctions déclarées par 81 enseignants du Québec. Le sondage permet d’identifier différents types d’usages selon les réponses données : intensif, extensif, critique. Le type extensif est majoritaire et s’appuie sur un usage diversifié et partiel de ressources didactiques. Cependant, la place de la méthode historique, de l’interprétation et de la critique est plutôt faible, puisque l’usage extensif des ressources sert davantage à illustrer et exposer les faits par le contrôle exercé par l’enseignant sur la structuration du savoir historique. Les fonctions attribuées par ces enseignants ne semblent pas varier selon leurs années d’expérience.This paper provides a descriptive analysis of the declared practices of history teachers in high school related to their use of educational resources and the fostering of the historical method. Further analysis of a survey about the function of educational resources as declared by 81 Quebec teachers is proposed. This survey allows for the identification of different types of usage according to the responses given: intensive, extensive, and critical. The extensive type is predominant and relies on a diverse and partial use of educational resources. However, the use of the historical method, of interpretation, and of criticism as educational functions is rather weak. The extensive use of resources is more for the purpose of illustrating and explaining historical facts via the teacher’s own structuring of historical knowledge. These functions do not seem to vary according to teachers’ years of experience

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“…Teacher education provides space for prospective teachers to consider the intentions behind their individualized agency, and their "commitment to governing his or her professional practice according to deeply held values, convictions, and beliefs about teaching, learning, and epistemology" (Campbell, 2012, p. 184). This commitment to governing professional practice has been discussed recently in the literature as a teacher's purpose or rationale for teaching (Barton & Levstik, 2004;Castro & Salinas, 2010;Darling-Hammond et al, 2005;Dinkelman, 2009;Feiman-Nemser, 2001;Hammerness, 2006;Hawley, 2010;Kosnik & Beck, 2009;Thornton, 2006;van Hover & Yeager, 2007). Several of these scholars expect teacher education to help preservice teachers develop their purpose as a means of defending their curricular-instructional choices once they are faced with the constraints of schools.…”

Section: Introductionmentioning

confidence: 99%

Critical Intentions and “Care of the Self:” Reconsidering the Role of Agency in Preservice Teachers’ Thinking

Clark

2016

JCT

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Using Foucault's conceptualization of "care of the self," this article considers the ways in which social studies methods courses can better address preservice teachers' agency. The author considers the intentionality of two preservice teachers and uses the notion of "care of the self" to explore the preservice teachers' thinking about individual agency and the socialized structures of schooling and the teaching profession. Initially, the preservice teachers engaged in ethical practices that constructed resistance and creative challenges to the perceived normalizing aspects of social studies curriculum; however, when confronted with the socializing aspects of the teaching profession the preservice teachers were unable to synthesize their intentions and ethical practices with the constraints of the schools. The preservice teachers' inability to synthesize their purpose for teaching with the perceived curricular and professional norms in schools had implications for their agency. The author suggests preservice teachers must reimagine their agency as individual ethical practice to be achieved in context, and not as a regulated possession.

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"I Want to Use My Subject Matter to...": The Role of Purpose in One U.S. Secondary History Teacher's Instructional Decision Making

Cited by 37 publications

References 15 publications

Developing Historical Consciousness and a Community of History Practitioners: A Survey of Prospective History Teachers Across Canada

Developing Historical Consciousness and a Community of History Practitioners: A Survey of Prospective History Teachers Across Canada

Pratiques déclarées d’enseignants d’histoire au secondaire en lien avec leurs usages des ressources didactiques et l’exercice de la méthode historique

Critical Intentions and “Care of the Self:” Reconsidering the Role of Agency in Preservice Teachers’ Thinking

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