Abstract
he History and Citizenship Education curriculum (HEC) currently in place in the province of Quebec requires teachers to teach the discipline using a concept-based approach. How do teachers adapt their teaching to this particular demand? Is there a significant difference between how experienced teachers incorporate concept-based learning to their usual teaching and how novice teachers deal with the same demands. To our knowledge, no study has examined, to this day, the influence of teaching experience on the integration of a concept-based approach in History class. In this article, we discuss the theoretical foundations on which this question is based and propose an illustration of the influence of experience on the implementation of a concepts-based approach in the particular context of the province of Québec.
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