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  • Negotiating the teaching of history in times of curriculum reform: the narrative accounts of four Australian primary teachers

    Author(s)
    Reitano, Paul
    Winter, Satine
    Griffith University Author(s)
    Reitano, Paul F.
    Winter, Satine H.
    Year published
    2017
    Metadata
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    Abstract
    This research investigates the understandings of four teachers who teach history in primary and early childhood settings. Data were gathered from participants through semi-structured interviews. The participants were experienced teachers who were in the process of curriculum change – from teachers of studies of society and environment to teachers of history, under the auspices of the Australian Curriculum: History. The focus of the study was on their understandings of content knowledge and the pedagogies involved in classroom teaching, using a pedagogical framework, which sought to identify and categorise the nature of their ...
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    This research investigates the understandings of four teachers who teach history in primary and early childhood settings. Data were gathered from participants through semi-structured interviews. The participants were experienced teachers who were in the process of curriculum change – from teachers of studies of society and environment to teachers of history, under the auspices of the Australian Curriculum: History. The focus of the study was on their understandings of content knowledge and the pedagogies involved in classroom teaching, using a pedagogical framework, which sought to identify and categorise the nature of their knowledge base in the implementation phase of the Australian Curriculum: History. The study used narrative inquiry to show how temporality, sociality, and place play out in the lives of these teachers of history. The findings from this study indicate the challenges and opportunities for teachers’ professional knowledge landscapes in times of curriculum reform. Whilst there are a small number of participants in this study, their stories provide insight into how teachers responded to the challenges and opportunities of teaching history and how these teachers have shaped the implementation of the history curriculum.
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    Journal Title
    The Curriculum Journal
    Volume
    28
    Issue
    3
    DOI
    https://doi.org/10.1080/09585176.2016.1270218
    Note
    This publication has been entered into Griffith Research Online as an Advanced Online Version.
    Subject
    Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)
    Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/340089
    Collection
    • Journal articles

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