Exploring teachers’ curriculum decision making: insights from history education
Exploring teachers’ curriculum decision making: insights from history education
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探索教师的课程决策：来自历史教育的见解
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
R. Reynolds
中科院分区：
文献类型：
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作者：
Richard Harris;R. Reynolds
本文通过调查来自英国10所学校的11名历史教师选择的教学主题以及他们如何进行教学，来探讨教师的决策。数据收集自课程文件和半结构化访谈，在这些访谈中，教师的主题选择和历史方法得到了探索。大多数教师在历史教学中采用了一种纪律方法，但这种方法侧重于分析结构，而不是过程。此外，调查结果表明，尽管英国历史教学的政策文件中规定了自由，但所选主题在很大程度上是一致的。很少有老师会考虑用什么方法来证明历史对年轻人的“实用性”。这表明，鉴于教师在制定课程方面的核心作用，有必要让他们更充分地参与到强有力的课程辩论中来。
Abstract This paper explores teachers’ decision making by examining the topics that 11 history teachers from 10 schools in England chose to teach and how they approached teaching these topics. Data were gathered from curriculum documents and semi-structured interviews in which teachers’ topic choices and approaches to history were explored. Most teachers adopted a disciplinary approach to history teaching but one focused on analytical structures rather than processes. Additionally the findings suggest a large degree of uniformity in the topics chosen despite the freedom provided within the policy documents for history teaching in England. Few teachers had given much consideration to approaches that demonstrate the ‘usability’ of history for young people. This suggests a need to engage teachers more fully in robust curriculum debates given their central role in enacting curricula.