This work, supported by a TDA Research and Development Award (R&DA), in the Oxford Internship Scheme investigated trainee teachers’ professional knowledge for teaching historical enquiry and historical interpretation. The study found that discovering students’ preconceptions of enquiry and interpretation was essential. The partnership generated a list of shared objectives.
This project focused on the development of trainee teachers’ professional knowledge for teaching historical enquiry and historical interpretation, two aspects of the ‘knowledge, skills and understanding’ that underpin the History National Curriculum and feature as GCSE and A level assessment objectives. The project took place within the Oxford Internship Scheme.
A core group of three history mentors and the two history tutors developed, trialled and evaluated a range of specific activities to be carried out with their trainees in school and in the university context.
Key aims were to:
- Find out about the trainee teachers’ preconceptions in relation to these specific aspects of history teaching.
Given the strength of trainees’ preconceptions (about the nature of history and the most effective ways of teaching), one of the most productive contributions to their learning was to create a structured opportunity for mentors to explore their individual trainees’ views and assumptions. This requirement needed to be re-emphasised at the start of each year because, despite recognising its value, mentors found it quite difficult to spend time eliciting trainees’ own views. - Develop a shared set of principles in the partnership to clarify what all trainees were intended to learn about the teaching of historical enquiry and interpretation.
A list of nine propositions about evidential thinking as an aspect of historical enquiry and eleven propositions for teaching about historical interpretations are included in the report.
A flexible programme of activities was incorporated into the course for all trainees the following year, with further ongoing evaluation.
The project probed the essence of subject teaching and subject pedagogical knowledge in teacher training. It is especially interesting because historical subject knowledge and its pedagogy are explored in the context of partnership in teacher training.
It is of interest to teacher trainers and course developers across the curriculum.
This work was supported by a TDA Research and Development Award. These awards were designed to contribute to the knowledge base in ITT and provide an opportunity for those new to ITT to collaborate with more experienced colleagues in research in areas relevant to their practice.
Keywords
Teacher Subject Knowledge, History, teacher training, professional knowledge for teaching, historical enquiry, historical interpretation, national curriculum, History studies, Historiography, teacher-education, Teaching-methods
Authors :
Katharine Burn , University of Oxford
Other Contributor :
Anna Pendry University of Oxford Department of Educational Studies , Ian Goddard, St Birinus School, Didcot, Helen Stephens, Lord Williams’s School, Thame, Linda Parker, King Alfred’s Sports & Community College, Wantage,
Publisher :
TDA
Article Id :
12012
Date Posted:
15/6/2005