Training Of History Teachers Research Articles

History Teacher Training from Decolonial Curriculum Practices to Combat Racism at UniProjeção in the Federal District — A Secondary Publication

This article aims to understand the training process of history undergraduates, to see if there are decolonialcurricular practices to combat racism at the Centro Universitário e Faculdade Projeção (UniProjeção) in the Federal District, to understand how coloniality has corroborated the exclusion of different epistemologies and the erasure of different cultures, and how this exclusionary process of coloniality interferes in the training of history teachers. In order to combat this practice, we are looking for alternatives that can break these suppressions carried out by Europeans. In this way, we turn to decolonial ideas that aim to break with the logic of coloniality. We can conclude that these practices are poorly developed in the institution, so we proposed active problem-based methodology and music as a didactic resource. As playful educational tools that strengthen the teaching-learning process, they are active agents in the decolonial work of combating racism, and it is essential to train responsible and ethical teachers in the fight against racism and any form of oppression.

50 years of the FAED pedagogy course: trajectories and history, contributions to teaching and confessional teaching in Brazil

The theme of this article is within the scope of research on the history of teacher training in Brazil, especially in the context of confessional institutions. It stands out as an object of research the contributions of the Pedagogy Course of the Adventist College of Education - FAED. This college was the first institution linked to this religious denomination and to promote teacher training at a higher level in Brazil. Founded in 1973, its presupposition was the realization of the evangelizing philosophical-educational ideal of its founders. The central objective of the investigation was to understand the contributions to teacher education. Among other considerations, it was possible to state that, due to its organization as a boarding school, the Faculty received students from different regions of Brazil, and many of these graduates, mainly those from Pedagogy, upon graduation, returned to their cities or states of origin, thus propagating the training model and pedagogical culture based on the religious principles of its sponsor. The assumptions of analysis are based on the new cultural history and oral history.

An overview of the history teacher training programs of education faculties in Turkey from the perspective of pedagogical content knowledge

An overview of the history teacher training programs of education faculties in Turkey from the perspective of pedagogical content knowledge

History faculty of the Kazan state pedagogical institute / university: the trends of formation, development and interrelation with the Russian institutes of higher education

The formation and development of the history department at the Kazan State Pedagogical Institute, which was established in 1934 simultaneously with the restoration of the history departments at Moscow State University and Leningrad State University, is characterized. The creation of a history department at KSPI (since 1994 – Kazan State Pedagogical University, since 2005 – Tatar State Humanitarian and Pedagogical University), a previously restored history department at Kazan State University, is justified by the preservation of the training of history teachers at the Eastern Pedagogical Institute in the 1920s, when all the history faculties in the country were transformed into backgrounds. The stages of historical education in KSPI-KSPU-TGGPU, the formation and activities of the scientific and pedagogical staff of the historical departments of the faculty and there ties with the higher education institutes of Russia are traced.

Circumscrierea axiologică a formării continue a profesorilor de istorie în contextul educației actuale

The article addresses a current issue concerning the ongoing training of teachers history schoolchildren in the process of modernization of education through the prism of a new vision, such as that of batik axiology or deep values. The advantages of the problematological approach in continuous training of history teachers, which also proposes a change of perspective. Moreover, the DACI formative ensemble is analyzed, which includes some profound values (justice, authenticity, thrift, integrity) and some competency-forming actions are illustrated problematological of school teachers in the consensus of the new requirements of education.

The effectiveness of history teacher education concerning the development of lesson planning knowledge: an example from Germany

Previous studies from German-speaking areas of Europe could not prove any substantial development in the competences and the pedagogical content knowledge of prospective history teachers during teacher training, and thus could not empirically confirm the effectiveness of teacher education. We report on the theoretical framework and the results of a new study on the development of knowledge of lesson planning. In the present study, the development of this kind of knowledge could be confirmed by different test instruments. We found significant differences in the level of knowledge between various cohorts of prospective history teachers (n = 282), but some deficits in history teacher training can also be identified.

Technological Pedagogical Content Knowledge: Implementation of a Didactic Proposal for Preservice History Teachers

Information and communication technologies (ICTs) now form part of virtually all aspects of our daily lives, including education. However, teacher training in digital competence has been pushed into the background, especially in social sciences and in history instruction, in which digitalization and the use of ICTs is an opportunity for improvement and educational innovation. Consequently, proposals integrating the various types of knowledge into the training of history teachers are still rare and scarce. To solve this problem, this study presents a mixed quantitative and qualitative analysis using a pre- and posttest questionnaire with a sample of 235 students of the primary education degree at the Public University of Navarre who took part in an innovative didactic proposal that was implemented using the technological pedagogical content knowledge (TPACK) model based on digitized primary sources in three resources: PARES (Spanish Archive Portal), EUROPEANA, and BNE (National Library of Spain). The primary aim of this study was for preservice teachers to develop digital competence in teaching social sciences by integrating the technological, pedagogical and content knowledge types using the TPACK model. There were three specific objectives. The first was analyzing the digital knowledge of students following a primary education degree concerning the use of ICTs in history instruction. The second was implementing a didactic proposal in the teaching social sciences course based on the TPACK model by integrating ICTs and history instruction using Spanish and European digitized primary historical sources. Finally, the third was evaluating the impact of this didactic proposal on developing the knowledge types linked to the TPACK model, especially content knowledge (CK) and its technological content knowledge (TCK) and pedagogical content knowledge (PCK) combinations.

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Brokers of multiperspectivity in history education in post-conflict societies

ABSTRACT In post-conflict societies marked by strong negative stereotypes or delicate and sometimes unstable political contexts, teaching both knowledge and understanding of conflicting historical narratives has become a matter of educational urgency. Conversely, a framework for effective teacher training that prepares teachers to activate and facilitate the exchange of multiple perspectives has yet to be identified. This qualitative and exploratory research aims to answer the questions, what boundaries do expert teacher trainers believe that teachers in post-conflict societies encounter when brokering multiple perspectives in the classroom? Which teaching or training methods can teacher trainers use to help teachers reduce the impact of these boundaries? To advance the use of multiperspectivity in post-conflict history education and enhance history-teacher training design. Semi-structured interviews were conducted with twelve experts in history-teacher training to answer these questions. The expert’s statements were openly and axially coded using Bronfenbrenner’s (1979) Ecological Systems Theory as an analytical lens. Identifying ten personal or environmental boundaries to brokering multiperspectivity in the classroom, and two training approaches to help teachers establish continuity between their multiperspectivity training and day-to-day teaching practices. Further providing actionable recommendations for educators, non-governmental organizations, and educational scientists.

O estágio supervisionado nos cursos de licenciatura em história: um estudo sobre Brasil/Portugal

Abstract The study presented in this article was carried out in 2019 with students from the third year of the History course at the State University of Londrina/Paraná/Brazil, and the students from the Master’s Degree in History Teaching at the University of Minho, in the city of Braga in Portugal, and addressed the meaning of the Supervised Practice for the training of History teachers. The discipline is formed within the field of dialogue between the epistemology of History and teaching procedures based on the science of History. In this text, we chose to explore a questionnaire applied to the two realities with questions that face the meaning of History, of being a History teacher and the experience lived during the implementation of teaching projects in the regencies carried out within public schools in both countries. The research in both institutions took place for two main reasons: first, because we consider that in these institutions there is an improvement in the training of History teachers, translated into a model of Supervised Practice with avant-garde characteristics, whose accomplishment is reflected in research that provokes the perception of the importance of supervised educational practices, and, second, because the experiences translated in the interviews will help understanding this moment as an essential epistemological basis for teacher training.

Editing, Prescription, and Readings in the History of Teacher Training

Editing, Prescription, and Readings in the History of Teacher Training

Modern Approaches to Working with Historical Sources in the Professional Training of History Teachers

Modern Approaches to Working with Historical Sources in the Professional Training of History Teachers

Teaching Approaches and Profile Analysis: An Exploratory Study With Trainee History Teachers

The objective of this study is to analyze the teaching approaches of trainee history teachers in Spain. A non-experimental quantitative design was employed with data being gathered via a questionnaire with a Likert-type scale (1–5). Six hundred forty-six students of master’s degrees in geography and history teacher training from 22 different universities took part in the study, of whom 358 were men (55.41%) and 280 women (43.34%). The analytical process was performed in four phases. In the first of them, the reliability of the measures was estimated (internal consistency, reliability of the individual indicators, and reliability of the construct). In the second phase, an exploratory factor analysis (EFA) was carried out on the matrix of polychoric correlations between the items. In the third phase, evidence of convergent and discriminant validity was analyzed by way of a confirmatory factor analysis. In the fourth phase, a hierarchical cluster analysis was carried out in order to verify the presence of possible groups and, finally, to ascertain the differences between groups by way of an inferential analysis (ANOVA and Student’s t). No significant differences were detected in the scoring groups within the Conceptual Change/Student-Focused approach (CCSF subscale) according to the sex of the participants. However, there were significant differences in the Information Transmission Teacher-Focused approach (ITT subscale). A cluster analysis reveals significant differences with regard to the sex of future secondary education history teachers in Spain.

역사교사가 되어간다는 것은 무엇인가? -‘역사교사 되어가기’ 체험에 관한 현상학적 사례 연구-

This article is the result of researching a 34-year veteran teacher''s educational life by using phenomenological case study methods to find answers to the question of "What is it like to be a history teacher and what is the meaning of it?" As a result of the Kim YoHan teacher''s story, becoming a history teacher was a process of continuous change in teaching, learning, and behavior, a process of growing up together in a network of past and present agent. It was also a process of becoming a researcher on his own educational practice while creating his identity as a researcher. The story of becoming a history teacher derived from the Kim YoHan teacher''s educational life story reminds us that we need to think about what professionalism is in a fluid process of personal and collective reflective practice, away from fixed concepts such as pedagogical content knowledge. In particular, history teacher Kim YoHan demonstrated the possibility that applying an educational policy to suit one’s history class through the sense-making process, which is an active interpretative practice, could be an important professionality for a history teacher. The findings also indicated that exploring the common and distinct parts of historical researchers, historical education researchers, and historical teachers'' professionality would be an important task. because History teacher are good learners and researchers of their own teaching practice Based on this study, I suggested that Preservice history teacher training courses, history teacher certification tests, and history teacher retraining courses should all be considered as History Teacher’s "Bildung" courses to Facilitate reflect and design history teachers'' own curriculum. I hope that this study can help the history teacher to reflect on his or her educational life, or that the history education researchers inquiry the history teacher''s life itself.

The position of teacher training in UK higher education - unification of higher education and "quality assurance"

Government officials and policymakers in Japan are interested in England's teacher training model but how did England arrive at its current teacher training programmes? Professor Kazuko Takano, Meiji University, Japan, is working to improve understanding in this area, which will assist officials from different countries when implementing similar policies. To do this she is shedding light on the history of teacher training in England, with a specific focus on the effects of reforms introduced by the Thatcher and Major governments. A key element of this work involves an exploration of teacher training in higher education during the Thatcher-Major educational reforms when the quality assurance system was being developed. Importantly, Takano is looking at both professional and academic aspects of teacher training. The Education Reform Act 1988 was introduced under the Thatcher government and the Further and Higher Education Act 1992 was brought in by the Major government. Teacher training courses were largely provided by polytechnics and higher education colleges, which were public sector institutions and after higher education was unified by the 1992 Act, polytechnics and higher education colleges meeting the standards of scale and quality were promoted to university status. With the introduction of further acts, it started to become clear that the administration of teacher training was positioned not in the higher education series but the primary and secondary education series. This was one of the milestones in the history of teacher training in the post-war period.

From the history of teacher training in the Komi region (to the 100th anniversary of the Syktyvkar Humanitarian and Pedagogical College named after I.A. Kuratov)

From the history of teacher training in the Komi region (to the 100th anniversary of the Syktyvkar Humanitarian and Pedagogical College named after I.A. Kuratov)

Foreign language training of history teachers on the basis of competence and student-centered approaches

Foreign language training of history teachers on the basis of competence and student-centered approaches

Ensino de História, Formação de Professores(as) e PIBID: o uso de HQs e Cartoons como possibilidade didático-pedagógico nas aulas de história

O artigo discute a formação inicial e continuada de professores(as) de História à luz do Programa Institucional de Bolsa de Iniciação à Docência - PIBID, utilizando-nos de reflexões e diálogos com o aporte teórico sobre a formação do/a professor(a)-historiador(a). Assim, focamos em uma das ações do subprojeto/História/UFAL (2015/2018), com destaque para a utilização de HQs e cartoons nas aulas de história enquanto metodologia de ensino na Educação Básica. Dialogaremos com a legislação e bibliografia sobre o PIBID, referenciais teóricos acerca da formação de professores e trechos de Relatórios de atividades desenvolvidas por estudantes de Iniciação à Docência e professores(as) supervisores(as) de área, chegando-se, assim, a conclusão das possibilidades que o Programa revela sobre a formação inicial e continuada de professores(as) de História não apenas no estado de Alagoas, mas no país.

Muutused hariduselus ja ajalooõpetuse areng Eesti iseseisvuse taastamise eel 1987–91 [Abstract: Changes in educational conditions and the development of teaching in history prior to the restoration of Estonia’s independence in 1987–1991

Muutused hariduselus ja ajalooõpetuse areng Eesti iseseisvuse taastamise eel 1987–91 [Abstract: Changes in educational conditions and the development of teaching in history prior to the restoration of Estonia’s independence in 1987–1991

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

Research on heritage education has progressed remarkably and a large number of studies point to a greater presence of active methodologies and the use of resources and primary sources in the classroom. At this point it seems important to investigate the perceptions and experiences of future history and social science teachers. Thus, this paper studies the value that 506 Spanish and English teachers in initial training place on heritage and its presence in the teaching-learning process of history, as well as their views on the existing connections between methodological perceptions and the use of cultural heritage in the classroom. It is a non-experimental descriptive and quantitative study with data collected through questionnaire. This questionnaire was built ad hoc to analyze the opinions and perceptions of teachers in initial training about history education in Secondary Education. The results show that teachers in initial training value highly or very highly the use of cultural heritage in Secondary Education to promote active methodologies, the critical teaching of history, and the development of historical skills. Teachers in training in Spain value more highly the use of heritage than English teachers. While English teachers in training value more highly the resolution of problems through historical documentary sources, Spanish teachers rate the emotional and motivational aspects higher.