History Of Teacher Education Research Articles

Reframing British history: teacher education after Black Lives Matter

ABSTRACT The Covid-19 pandemic and Black Lives Matter protests have given renewed impetus to campaigns against racial inequality. In education, the issue of curriculum – and particularly the history curriculum – has been at the centre of campaigns to “decolonise the curriculum”. While barriers to the teaching of “diverse” British histories in England’s classrooms have long been recognised, relatively little research has been done on the crucial role of history teacher educators and teacher training in developing a diverse profession, practice, and curriculum. This paper seeks to address these gaps through analysis of interviews with history teacher educators, trainee history teachers and key stakeholders. In particular, it explores the responses of history teacher educators to recent calls for curriculum reform, charts how these demands for change have influenced thinking and practice in Initial Teacher Education (ITE) in history and identifies ongoing challenges to the development of more inclusive curriculum and pedagogic practice.

Teacher Education in India (Vedic to 1947): An Analysis

India has one of the oldest and largest systems of teacher education in the world. We are always interested to know about the history of teacher education in India. Teacher education in India has a strong historical perspective. It starts molding from the ancient education system and till the present system of education taking shape according to the global and local needs of the Indian society. In the ancient system of education pre Vedic education had a very prominent place in society. History of teacher education in India can be classified into two parts, one part was teacher education during pre independent India which starts from ancient education system of education till India got independent and other part was teacher education during post independent India that is after independent till present year. This paper also highlights the major milestones in the history of teacher education in India during pre independent only.

Social studies and history curriculum assessment in colleges of education in Ghana: Reflective practices of teacher educators

Assessment is a crucial and essential component of successful instruction and learning. As a result, teachers must examine their actions in the classroom through a process of reflective practices (self-observation and self-evaluation) and think about why they do it and if it works. This essay examines the reflective practices of Ghanaian teacher educators regarding the evaluation of social studies and history curricula. It made use of the sequential explanatory mixed method as a methodology drawn from questionnaires, interviews and document reviews. The findings disclosed that teacher educators in Ghana’s colleges of education have low efficacy and poor reflective practices when it comes to affective domain assessment. The study suggests that the Ministry of Education (MOE) and the National Council for Tertiary Education (NCTE) should ramp up the instruction of the methods for evaluating the affective domain in coordination with Ghanaian universities. For Social Studies teacher educators, consistent professional development programs on the methods for assessing the affective domain should be organised. The universities in Ghana should train Social Studies History teacher educators in the field in the area of measurement and evaluation with particular emphasis on the construction of appropriate test items for determining expected outcomes.

The Effect of National Education Policy 2020 on Teacher Education

Guru Brahma, Guru Vishnu, Guru Devo Maheshwaraha
 Guru Saakshat Para Brahma, Tasmai Sree Gurave Namah
 India enlightened the country in all periods of its history. The history of teacher education in India is the oldest history of the Indian education system. Saint Kabir explains the eminent personality teacher as a "Guru."Guru Govind Dau Kadhe, Kake Lagoo PaiBalihari Guru Aapne, Govind Deyo Bathai.The responsibility of passing on the knowledge of the 'Vedas,' 'Upanishad,' and other holy writings, as well as the teaching itself, was assigned to Brahmins, who were known as 'Gurus' and passed down from one generation to the next. Only those with the greatest experience and knowledge served in teaching roles. "Enjoying the same social standing and reputation as all individuals who excellently serve society," the World Encyclopedia of Teaching and Teacher Education (1987) said, "Educational programmes and levels should be more and more equivalent with the physician's education. "The National Education Strategy 2020 will characterize society as one in which prominent people are referred to as "gurus" for how they impart their knowledge, skills, and ethics to pupils in the most beneficial and optimum way. There have to be initiatives to encourage the most talented individuals to choose careers in teaching. People who have a high regard for educators and a high regard for the teaching profession as a whole. The most recent developments in teacher education should be more forcefully implemented in training institutions, both in terms of the material they teach and the methodology they use with local languages. Service conditions and the empowerment of teachers should be brought up to the necessary levels in conjunction with the quality of instructors' motivation. The level of education that a teacher needs to have is a factor in both selection and placement decisions.

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.

Distilling the comparative essence of teachers’ centres in England and Spain 1960-1990: past perspectives and current potential for teacher professional development?

ABSTRACT This paper seeks to examine a specific development in the history of teacher education to explore whether it might illuminate and inform contemporary debate. It offers a historical/comparative analysis of the contribution of teachers’ centres to the professional development of teachers in England and Spain during the late 1960s to the early 1990s. In looking back to the impact that teachers’ centres had on teachers in these very different social and political contexts, the paper examines whether, in spite of being adopted and adapted differently in the English and Spanish contexts, there was a fundamental essence of the teachers’ centre model that could transcend both time and space. Thus, although essentially historical in method and focus, the paper will problematise just how far new forms of teacher professional development have lessons to learn from older, now largely overlooked forms, as found in the practice of the teachers’ centres, with their focus on grassroots teacher autonomy and collaboration. The paper is in four parts: setting the scene and methodology; outlining the rise and fall of teachers’ centres in England and Spain; identifying the core essence of the teachers’ centre model; and finally exploring potential implications for current policy and practice.

Communications on History. Building Identity and “Making Sense of History” in the History Course—A Matrix for Empowering Historical Thinking

This paper describes didactic design for competence building in history education through the application of analogue and digital forms of communication. The example is given for teacher education of subjects “history”, “social studies” and “civic/citizenship education” at university level. Proceeding from a social-systems approach to historical learning, this paper gives an introduction to theoretical and practical elements of a digital tool, namely, the Planungsmatrix. This matrix is in use at several universities and institutions of teacher education in Austria, and is actually supporting the process of designing case-studies for transnational modules of history teacher education in the European TEEM-project1, a collaboration between the Universities of Graz, Augsburg, Budapest, Lucerne, Valladolid and Wroclaw. The Planungsmatrix provides design features for planning, observing and evaluating concrete communications of historical learning in the context of a history course. The underlying theory of process-oriented learning, the didactic explication and design of substantive/first-order concepts and the role of the procedural/second-order concepts of “historical thinking” in the conception of the matrix will be described. Emphasis will be further placed on the role of feedback/back-coupling and self-reflection as important elements in the hermeneutic process of a learning situation. Students in this setting are encouraged negotiate existing narratives on a given topic and/or to elaborate on historical narratives which are connected to the experience of their proper living environment (Lebenswelt). These arrangements of “historical learning” are expected to foster identity-building and “making sense of history” in the learning process of the concrete history course. The function of the Planungsmatrix is to provide a visualization of the complex composition of a process of historical learning in central elements such as organization, aims, content, communicative structure, interpretation and transfer, back-coupling and reflection. Additional functions allow collaborative writing on the matrix, receiving written feedback from the supervisor, along with saving the planned design for further work on it or for entering it into a research database.

"<역사교과교재연구및지도법>에서의 예비 중등 역사교사의 수업 전문성 성찰 -‘창의적인 역사수업’을 중심으로-"

This study considers the educational experience of preservice history teachers by the example of the course “STUDIES IN TEACHING MATERIALS FOR HISTORY” managed under the theme of ‘Creative Teaching and Learning in History Class.’ In particular, qualitative research was conducted through class observation and in-depth interviews related to this research issue; ‘What is difficult for preservice history teachers in the process of implementing ‘Creative Teaching and Learning in History Class’? The results and discussions are as follows. First, preservice history teachers deliberated on to build up their viewpoint on history education in the process of implementng ‘Creative Teaching and Learning in History Class.’ Also, they realized the importance of knowledge on historical content and the difficulty of reconstructing knowledge into pedagogical contents. Meanwhile, they also longed for field experience of the actual classroom. Above all, preservice history teachers, who had doubted their own “creativity” before the microteaching, had practical concerns on implementing good quality history classes after the microteaching. In other words, experiencing implemention of ‘Creative Teaching and Learning in History Class’ served as an opportunity to the preservice history teachers reflecting their expertise as history teachers. The results and discussions of this study cannot be generalized in terms of the case study. Nevertheless, the results of this study pose a need for developing programs to foster expertise of history teachers in the course of history teacher education. Overall, we hope that this study will contribute to the improvement of the course “STUDIES IN TEACHING MATERIALS FOR HISTORY” and come up with the idea of fostering teacher expertise in the process of education on history teachers.

The history teacher education process in Portugal: a mixed method study about professionalism development

The historical and professional identity of prospective history teachers seems to be central to understanding how these future teachers think of their educational action in articulation with their view of what it means to be historically competent in line with the development of historical literacy and more sophisticated historical consciousness. Thus, in the context of the Master’s Degree in History Teaching in the 3rd Cycle of Basic Education and in Secondary Education offered by the University of Minho (Portugal), following an investigative approach characterised by a Mixed Method in a longitudinal framework, data were collected through an open-answer questionnaire followed by a closed-answer questionnaire. The open-answer questionnaire was proposed at the beginning of the training of prospective History teachers and at the end of the same training course. About twenty answers were obtained and, through their analysis, essentially two types of identities emerged: one more in line with management professionalism and another with the emerging democratic professionalism. Based on the qualitative data, which was analysed inductively, a closed-answer questionnaire was created, intended to understand, through quantitative analysis, the ideas of future Portuguese History teachers about the purposes of being a History teacher, what it means to think historically, what kind of History class they identify with, what should students learn in History classes and whether they should use the terms ‘we’ or ‘the Portuguese’ when presenting the proposals for studying the national historical reality. This questionnaire was applied to students from various Master’s Degree courses in History Teaching, in a purposeful sampling considering the location of Portuguese universities, namely the University of Minho, University of Porto, University of Coimbra, University of Lisbon, and NOVA University of Lisbon.

Establishment of the concept of ‟CHE subject” and reform of teacher education in Europe: History teacher education as citizenship education

Establishment of the concept of ‟CHE subject” and reform of teacher education in Europe: History teacher education as citizenship education

Histórias profissionais: políticas de formação e percursos formativos de professores

O artigo apresenta um estudo investigativo sobre histórias profissionais em interfaces com as políticas de formação docente. O objetivo da pesquisa parte da prerrogativa de analisar histórias de professores e a reverberação das políticas formativas em seus percursos formativos. Para tanto, dialogou-se teoricamente com as contribuições de Nóvoa (1999) e Saviani (2009). As narrativas biográficas construídas a partir de entrevistas orais, foram analisadas destacando as categorias analíticas seguida da aplicação de questionário semiestruturado, caracterizando este estudo de natureza qualitativa em que se toma das narrativas os subsídios para dialogar com elementos bibliográficos. Os achados desta pesquisa sinalizou que as políticas de formação de professores, a legislação vigente e as demandas sociais de um determinado tempo influenciam diretamente nas trajetórias individuais dos professores, entretanto estas políticas não se uniformizam nos percursos formativos, uma vez que cada professor constrói sua história profissional a partir dos modos de recriação da cultura laboral. Destacou-se ainda que na história da formação docente, dada as condições objetivas da razão prática, a cultura profissional incorpora as exigências legais e formativas em muitas circunstâncias de forma acrítica, justificando que o normativo é pra ser incorporado e não questionado, o que evidencia o peso hierárquico das políticas em nossos modos de exercer a docência quando esta consiste em nossa ocupação primária.

El conocimiento generado a partir de la aplicación de un proceso de diagnóstico por estudiantes normalistas en escuelas de educación primaria: la relación práctica profesional e investigación educativa

The transformation of mexican escuelas normales in institutions of higher education in which educational research is a substantive activity is one of the current requirements to the formation of elementary education teachers (INEE, 2015). This study represents an initial effort to make truth this premise and describes the results of a systematization and analysis process of the diagnostic process made as part of the course Trabajo docente e innovación, which is part of the 5º semester of the Bachelor degree of Elementary Education. This process generated knowledge in two ways: the skills brought into play by student teachers as well as obtaining an overview of the status of 24 groups of elementary education in reading and problem solving, among others. The study is based on a literature review that considers the training course of professional practice in teacher education, diagnostic and innovation concepts and the educational model of the Plan 2012 for the initial training of elementary school teachers. From qualitative methodology for analyzing the results, the study concludes with the idea that educational research has an important role as a strategy for improvement and opens the possibility of starting a new era in the history of teacher education in Mexico.

Formação inicial de professores da educação básica no Brasil

Neste texto, apresentaremos, com base na revisão de literatura e na pesquisa documental, uma discussão histórica e político-legal sobre a Formação Inicial de Professores da Educação Básica no Brasil. Trata-se de um estudo com o recorte de tempo desde 1927, instante em que há os primeiros ensaios de formação docente no país, ao ano de 2015, momento de publicação das Novas Diretrizes Curriculares Nacionais para a Formação Inicial e Continuada dos Profissionais da Educação Básica. Concluímos que, na história educacional, a formação de professores esteve condicionada aos diferentes arranjos políticos desenvolvidos sob o ímpeto das relações sociais de poder. Entendemos ainda que, no âmbito político-legal, não concretizamos propostas curriculares formativas alinhadas ao ideal de formação inicial docente defendido, na história, pelos movimentos sociais e entidades educacionais – ANFOPE, ANPEd, FORUMDIR, entre outros – que ressalvam a docência como princípio nuclear da formação de professores da Educação Básica no Brasil.

MOSAICOS, REFLEXOS E TRANSITIVIDADES DA HISTÓRIA DA PEDAGOGIA E DA FORMAÇÃO DOCENTE NO BRASIL

The present theoretical essay with a qualitative approach and bibliographic and documentary nature, proposes, based on a long-term historical analysis, from the end of the imperial period, in the rites of the 19th century to the first decade of the 21st century, to understand the social, political, economic and historical factors that permeated the constitution of the field of teacher education, with special attention to Pedagogy. In this sense, from the studies of specialized literature and legal documents that dealt with the history of teacher education, the Pedagogy course and the formative parameters, the historical paths of the pedagogical professional development were discussed, considering the interfaces between the challenges and limits of their training, given the specific professional contexts of their work. In the end, it is pointed out the need to rethink the Pedagogy course, observing the social commitment of the profession and the primacy of human formation before other interests.

역사교사 양성과정의 문제점과 개선 방안: 교사 설문을 중심으로

This study aims to investigate the problems and improvement of history teacher training programs from the point of view of in-service teachers. Based on the review of history education course syllabus of the 22 history teacher education institutes, the contents and activities, organized according to the educational goals of the instructors, turn out to have a considerable deviation. Most of all, the syllabus analysis of the course of “Materials and Methods in History Teaching” indicates that teacher educators strive to foster student teachers’ teaching professionalism. While lesson plans and micro-teaching have been emphasized, the developing process of educational goals to teaching and evaluation has not been coherent in teaching practice. As a result of a survey involving more than 300 in-service from all over the country, the history tend to solve most significant problems related to history teaching with their colleagues and/or personal trials. The ranking for history teaching theories shows salient difference in teacher education program and professional development. The rankings differed depending on the teachers career and where they work.

역사과 교육실습생의 수업 실행과 교사양성과정에 대한 인식

역사과 교육실습생의 수업 실행과 교사양성과정에 대한 인식

EVALUATION of HISTORY DEPARTMENTS and DEPARTMENT of HISTORY TEACHER EDUCATION ACCORDING to HIGHER EDUCATION PROGRAM ATLAS (2018) DATA

Bu çalışmada 2018 YÖK ATLAS (Yükseköğretim Program Atlası) verileri baz alınarak tarih bölümleri ve tarih öğretmenliği programları üzerine değerlendirme yapılmıştır. YÖK ATLAS programı tarih bölümlerine yerleşen öğrencilerin yaptıkları net sayısı, üniversiteye giriş sınavında hangi derslerden başarılı olup hangi derslerden başarısızlık gösterdiklerine ilişkin veriler sunmaktadır. Bu veriler hangi üniversitelerin ilk sıralarda tercih edildiği, hangi üniversitelerin son sıralarda tercih edildiğini de göstermektedir. Araştırmada doküman analizi yönetimi kullanılmıştır. Araştırmanın sonuçlarına göre tarih bölümlerine yerleşen öğrencilerin genel anlamda net ortalamalarının düşük olduğu, sayısal derslere yönelik başarılarının sıfıra yakın olduğu görülmüştür. Öğrencilerin tarih bölümlerini tercih etmelerinde tarih bölümlerinin bulunduğu il ve bölümlerin örgün öğrenim olup olmama durumu etkili olmuştur. Eğitim fakültesi tarih öğretmenliği programlarının öğrenci sayısı açısından kontejanlarının az olduğu anlaşılmıştır. Tarih bölümlerinin kontenjanlarının çok fazla olması nedeniyle bu bölümlere çok düşük net ortalamasına sahip öğrenciler de yerleşebilmektedir.

Challenging didactic history teaching activities: a framework for change in initial history teacher education broad topic

Challenging didactic history teaching activities: a framework for change in initial history teacher education broad topic

Historical argument writing: the role of interpretive work, argument type, and classroom instruction

This study examines whether and how five novice history teachers incorporated writing into their instruction. We analyzed observations, student writing, teacher feedback and interviews, and classroom artifacts from teachers’ preservice program experiences and first 2 years of teaching. All novices included writing in their instruction; however; we find that their use of writing required different types of historical work and arguments. We also found that key aspects of classroom instruction leading up to writing shaped students’ argument writing. The process leading up to writing—including task, prompt, related activities, and how they’re situated in a unit—was a major factor in shaping the purpose of the assignment, the type of argument involved, and the historical work required to complete it. This article builds the case for explicit attention to the historical work and type of argument embedded in assignments, instruction, and student work in order to strengthen history teacher education and research in history classrooms.

Sprache, Ideal und Wirklichkeit: Beobachtungen aus der Geschichte der Lehrerbildung

Abstract: Most educators and many politicians consider teacher education to be the key for schools reforms. History of teachers education shows most notably a history of permanent idealization, great expectations and only small eff ects. Th e article uses german sources of 19th century to reconstruct some parts of this history and especially the emergence of an ideal language to phrase and embed expecations that are still vivid today. Students want to be ideal teachers, society expects perfect ootcomes and teacher education cannot help but forster these expectation as long as it follows the paths of its own history.Keywords: history of teacher education, ideals and idealization, teachers as persons, pedagocial expectations, aims of schools, panaceas.