History as performance: pupil perspectives on history in the age of ‘pressure to perform’

Samuelsson, Johan

doi:10.1080/03004279.2018.1446996

Cited by 9 publications

(7 citation statements)

References 19 publications

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“…The methods can be diverse, but the essential idea is always to develop the reasoning capacity through suitable problems. Previous studies have shown that a history curriculum understood as a mere supply of information that students must then reproduce is very well-established (Samuelsson, 2019;Boadu, 2020). Our pre-service teachers have undoubtedly experienced that tradition, and, despite their criticism, they do not seem to have broken away from it.…”

Section: Discussion Of the Resultsmentioning

confidence: 99%

Epistemic Beliefs and Pre-service Teachers’ Conceptions of History Instruction

2022

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This study investigates the difficulties pre-service history teachers face in understanding and implementing a history curriculum focused on historical reasoning. Based on the general hypothesis of beliefs exerting a direct influence on teachers’ actions, this phenomenographic study provides a qualitative analysis of the epistemic and learning/teaching conceptions on which pre-service teachers base their reflections and decisions when they have to produce a teaching plan for a specific situation, taking n = 72 pre-service teachers from the Master’s Degree in Teaching in Secondary Education at the University of Zaragoza (specialty Geography and History) as statistical sample. The outcome of the first phases of the analysis was a new theoretical reference framework that innovated by simultaneously analyzing epistemic and educational conceptions. On the one hand, the analysis results include a considerable number of pre-service teachers who use epistemic beliefs identifying history and the past when addressing the curriculum. On the other, none of them, not even those with advanced epistemic beliefs, think about the curriculum in terms of an inquiry-based approach to historical problems, and, therefore, they display a transmissive–reproductive conception of history instruction. Consequently, the main contribution is observation of a twofold threshold that pre-service teachers must cross to understand and accept an interpretive history curriculum: they must overcome the identification between past and history and instead immerse themselves in the necessarily interpretive nature of any history; and they must stop viewing learning as knowledge internalization and reproduction and, instead, embrace a conception of learning as inquiry and reasoning.

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Section: Discussion Of the Resultsmentioning

confidence: 99%

Epistemic Beliefs and Pre-service Teachers’ Conceptions of History Instruction

2022

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“…Furthermore, both speculative philosophy of history and substantive knowledge are concerned with the substance of historical knowledge. Similarly, while the scholarly community of inquiry pays more a ention to analytical philosophy of history and advocates for the systematic introduction of procedural knowledge (Barton 2011), evidence from classrooms shows a minimal commitment to procedural understanding as the conceptual tools that procedural knowledge produces are o en unarticulated by teachers in history lessons (Samuelsson, 2019). Perhaps, these procedural concepts are not explicit in history curricula as their acquisition is o en expected to result from the teaching of the substantive topics without a clear framework as to how both forms of understanding could be a ained, a concern for which Boadu (2020) proposes an outcomes-based approach to history teaching.…”

Section: The Nature and Scope Of Philosophy Of Historymentioning

confidence: 99%

“…Perhaps, this may explain why assessment in history is always skewed to favour rst-order or substantive knowledge. It is reported that assessment tasks, especially external examinations, do not contribute positively to the development of historical skills, and are quite o en focused on low-level cognitive skills without enhancing the promotion of historical skills (Hunt, 2007;Samuelsson, 2019). It is logical to assume that the pressure or the technical need to cover speci c contents in a limited amount of time for standardised assessment purposes leaves history teachers with no other choice than to concentrate on substantive knowledge (Boadu, Donnelly & Sharp, 2020).…”

Section: Introductionmentioning

confidence: 99%

Practical history lessons as a tool for generating procedural knowledge in history teaching

Oppong

Adjepong

Boadu

2022

Y&T

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Situated in the context of philosophy of history, this article explains the use of substantive concepts and procedural concepts to generate historical understanding and examines the relationship between the two forms of historical knowledge. The paper makes use of both primary (original views of authors) and secondary (views of other authors) materials. The paper notes that substantive knowledge and procedural knowledge play complementary roles in the acquisition of historical understanding. It is argued, in light of the dominant position of substantive knowledge over procedural knowledge, that attention should be given to procedural knowledge as it introduces students to the processes by which history is constructed. The article proposes the use of practical history lessons as a conduit for developing procedural knowledge and attaining historical understanding.Situated in the context of philosophy of history, this article explains the use of substantive concepts and procedural concepts to generate historical understanding and examines the relationship between the two forms of historical knowledge. The paper makes use of both primary (original views of authors) and secondary (views of other authors) materials. The paper notes that substantive knowledge and procedural knowledge play complementary roles in the acquisition of historical understanding. It is argued, in light of the dominant position of substantive knowledge over procedural knowledge, that attention should be given to procedural knowledge as it introduces students to the processes by which history is constructed. The article proposes the use of practical history lessons as a conduit for developing procedural knowledge and attaining historical understanding.

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“…Barton and Levstik appear to support a form of exhibition that accounts for the educational purposes of history. Yet research indicates that students' performance in tests is a common goal for many history teachers (Samuelsson, 2019). Rather than short-lived and memory-based exhibition, teachers can aim at broadening students' perspectives of the past, present and future to promote enduring understanding of the subject.…”

Section: Historical Theorymentioning

confidence: 99%

Re-positioning historical thinking: a framework for classroom practice

Boadu

2020

SSRP

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PurposeOver the last few decades, there have been significant developments in history education, key among them being the recommendation for an inquiry approach to history teaching to improve students' ability to think historically. While the idea of historical thinking is widely researched, it appears that it has been approached from a conceptual perspective without a consistent focus on the mode of progression and the outcomes that the historical thinking concepts can achieve.Design/methodology/approachThis paper draws from educational and historical theory and empirical research in history education to propose a framework that specifies the outcomes that a historical thinking classroom activity can aim to achieve.FindingsThe paper argues that the systematic deployment and mediation of disciplinary concepts and substantive knowledge are important means for achieving meaningful and relevant outcomes in history teaching. The paper highlights the need for teacher attention not only to historical theory but also to educational theory for an efficient outcomes-based history education.Originality/valueThis paper contributes not only to discussions on historical thinking but also to discussions on the stances of history which have attracted little theoretical discussion and research on their applicability to classroom teaching.

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History as performance: pupil perspectives on history in the age of ‘pressure to perform’

Cited by 9 publications

References 19 publications

Epistemic Beliefs and Pre-service Teachers’ Conceptions of History Instruction

Epistemic Beliefs and Pre-service Teachers’ Conceptions of History Instruction

Practical history lessons as a tool for generating procedural knowledge in history teaching

Re-positioning historical thinking: a framework for classroom practice

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