Pedagogical Triangulation: The Mergence of Three Traditions in History Instruction

Schul, James E.

doi:10.1080/00377996.2014.961184

Cited by 3 publications

(6 citation statements)

References 3 publications

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“…Warren (2007) remarks that many complaints have been recorded against secondary school history teachers' poor pedagogy. Schul (2015) also found that "there is a problem with the teaching of history…history, as a school subject, is often associated with memorisation of names and dates and a boring lecture by the teacher" (p. 24). For a myriad of reasons, History teachers seem not to change their classroom practice as expeditiously as policy demands.…”

Section: Pedagogical Reform As An Uphill Strugglementioning

confidence: 99%

“…Two curriculum reform policy documents were analysed to glean insights into the teaching methods they recommend teachers use in implementing the new curriculum. These policy documents are: Curriculum Framework for Primary and Secondary Education 2015-2022(MOPSE, 2015; and the secondary school History Syllabus 4044 (CDTS, 2015).…”

Section: Target Population and Sampling Proceduresmentioning

confidence: 99%

“…Though often concealed, the tyranny of the teacher and the textbook has been pervasive in the classroom for quite some time. As a result, curriculum reform policies in many countries call for a shift from teacher-dominated to learner-centric pedagogy (Gherzouli, 2019;Holtman, Martin, Mukuna, 2018;Moyo, 2014;Schul, 2015;Prendergast, Treacy, 2017;Tekir, Akar, 2019). Du Plessis (2020) remarks that "learnercentred teaching is a global challenge" (p. 1); meaning that a learner-centred curriculum has not been attained in most classrooms.…”

Section: Introductionmentioning

confidence: 99%

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Searching for learners’ voices: Teachers’ struggle to align pedagogical-reform policy with instructional practice

Chimbi

Jita

2021

Journal of Pedagogy

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Globally, pedagogical reform policy seeks to give space to learners’ voices. But teachers often struggle to engage learners in knowledge construction, deconstruction and reconstruction; as advocated by official curriculum reform policy. Aligning classroom practice to pedagogical-reform policy remains an uphill struggle for most teachers. This article examines Zimbabwean teachers’ efforts to align teaching methods to new curriculum policy which seeks to engage learners in classroom discourse. Using a qualitative multiple-case study and the theoretical lens of sensemaking, a case study of History teachers assessed how they were implementing new pedagogical prescriptions. Data gathered from the document analysis, interviews and 47 lesson observations suggest that, although participants made efforts to open up a space for learners’ voices, they often drifted towards teacher-centred practice. Some participants complained that the unavailability of technology‑based instructional resources, recommended in the new reform policy, made them resort to rote pedagogy. Others believed that teacher didacticism and the dictation of notes were inevitable in History instruction. The use of learner‑centric approaches (as advocated by policy) appeared to be just a drop in the ocean. This study recommends pedagogical reorientation for teachers if learners’ voices are to be heard and large-scale instructional reforms are to be successfully enacted at classroom level.

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Section: Pedagogical Reform As An Uphill Strugglementioning

confidence: 99%

Section: Target Population and Sampling Proceduresmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Searching for learners’ voices: Teachers’ struggle to align pedagogical-reform policy with instructional practice

Chimbi

Jita

2021

Journal of Pedagogy

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“…Proses ini akan menghasilkan pengetahuan yang menggambarkan tentang kearifan lokal itu sendiri, yaitu gambaran mengenai sikap atau HISTORIA: Jurnal Pendidik dan Peneliti Sejarah, p-issn:2620-4789 | e-issn:2615-7993 tingkah-laku yang mencerminkan budaya asli daerah. Kearifan lokal dapat dijadikan sebagai sumber materi dalam pembelajaran sejarah di sekolah (Schul, 2015).…”

Section: Tinjauan Pustaka Kearifan Lokal Dalam Pendidikan Sejarahunclassified

“…Proses ini akan menghasilkan pengetahuan yang menggambarkan tentang kearifan lokal itu sendiri, yaitu gambaran mengenai sikap atau tingkah-laku yang mencerminkan budaya asli suatu daerah tertentu. Hal ini dapat dijadikan sebagai sumber materi dan nilai-nilai yang harus ditanamkan dalam pembelajaran sejarah di sekolah (Schul, 2015). Pembelajaran sejarah dengan basis kearifan lokal akan menggugah minat peserta didik, terutama dalam menyadari dan memahami multikulturalisme, sehingga peserta didik akan lebih luwes dan sukses dalam pergaulan kehidupan yang sesungguhnya Upaya pengembangan pendidikan dengan pembelajaran sejarah yang berbasis kearifan lokal tidak akan terlaksana dengan baik tanpa peran serta masyarakat secara optimal.…”

Section: Pembahasan Pagelaran Adat Dan Tradisi Misalin DI Masyarakat Cimaragasunclassified

Ngarumat Tradisi, Ngamumule Sajarah: Memaknai Kearifan Lokal Tradisi Misalin di Cimaragas sebagai Bagian Dari Strategi Penguatan Karakter Siswa

Shavab

Yani

2020

Historia

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Global factors that bring about cultural and social values shift affect the patterns of action taken by the young generation today making optimizing the strengthening of local history an important factor in shaping the character of the young generation. The purpose of this article is to describe local wisdom in the form of the Misalin Tradition in Cimaragas as part of a strategy to strengthen the nation's character. The main function of education at each level is to provide training in basic ways of thinking represented in a variety of subjects that have so far developed in the disbursement of knowledge that can be used by humans, travel to reach a cultural understanding, and ongoing efforts to gain intellectual power. Local wisdom can be an effort to get students closer to learning history, by incorporating elements of local wisdom in learning history. Integrating the values of local wisdom in learning history is expected to encourage students to strengthen their identity in order to strengthen their sense of love for their people.

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Analysing Transdisciplinary Education: A Scoping Review

Daneshpour

Kwegyir-Afful

2021

Sci & Educ

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The present study sheds light on transdisciplinary education through the application of a scoping literature review, as a lack of a comprehensive synthesis in this area is evident. Thus, the overview frames and outlines the scattered research that has been fulfilled until now in this field. As a result, within transdisciplinary education, medical and adolescent themes form the main scopes, while within sustainable transdisciplinary education, pedagogical design, socio-efficiency, and philosophy are the major themes. Furthermore, the present study contributes to the understanding of transdisciplinary education by highlighting the avenues for future research. Consequently, the translation of transdisciplinary teaching practices to comparable languages and an increase of transparency in the application and reporting of the transdisciplinary design steps are suggested.

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Pedagogical Triangulation: The Mergence of Three Traditions in History Instruction

Cited by 3 publications

References 3 publications

Searching for learners’ voices: Teachers’ struggle to align pedagogical-reform policy with instructional practice

Searching for learners’ voices: Teachers’ struggle to align pedagogical-reform policy with instructional practice

Ngarumat Tradisi, Ngamumule Sajarah: Memaknai Kearifan Lokal Tradisi Misalin di Cimaragas sebagai Bagian Dari Strategi Penguatan Karakter Siswa

Analysing Transdisciplinary Education: A Scoping Review

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