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Article
Learning to teach history as interpretation: A longitudinal study of beginning teachers
Journal of Social Studies Research (2013)
  • Christopher C. Martell, University of Massachusetts Boston
Abstract
Over the past two decades many social studies educators have called for history to be taught as interpretation, which has included arguments for the teaching of history through inquiry. This case study examined four secondary social studies teachers and their development of beliefs and practices related to teaching history as interpretation. The data were collected longitudinally from their student teaching through the completion of their first year in the classroom. Corroborating arguments found in the pre-existing research, this study found that classroom control and a limited understanding of history content were major barriers preventing teachers from teaching history as interpretation. However, the results also revealed that teachers desired a better development of their own practical “toolkit” and they believed this would have helped them overcome many of the barriers to teaching history as interpretation.
Disciplines
Publication Date
2013
Citation Information
Christopher C. Martell. "Learning to teach history as interpretation: A longitudinal study of beginning teachers" Journal of Social Studies Research (2013)
Available at: http://works.bepress.com/christopher-martell/16/