Unit:
Κατεύθυνση Διδασκαλία Ανθρωπιστικών Αντικειμένων και Εκπαιδευτική ΑξιολόγησηLibrary of the School of Philosophy
Author:
Petrakou Christina
Supervisors info:
Μαρία Μαμούρα, Επίκουρη Καθηγήτρια, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
Ευαγγελία Φρυδάκη, Καθηγήτρια, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
Αθανάσιος Μιχάλης, Αναπληρωτής Καθηγητής, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
Original Title:
Η αξιοποίηση των ιστορικών πηγών στο μάθημα της ιστορίας: Επιστημολογικές αντιλήψεις και διδακτικές πρακτικές εκπαιδευτικών δευτεροβάθμιας εκπαίδευσης.
Translated title:
The use of historical sources in the subject of history : Secondary teachers’ epistemological perceptions and teaching practices.
Summary:
In this study we explored secondary teachers’ perceptions and teaching practices about the use of historical sources. Specifically, we explored teachers’ perceptions about the nature of historical knowledge and the aims of history teaching in secondary education, the criteria by which they choose and the way they utilize different kinds of historical sources, as well as the extent of convergence or divergence of their perceptions with their teaching practices. We used the quality research approach and more specifically the type of case study. We gathered our data through systematic classroom observations, field notes and personal interviews with the teachers. It seemed that both teachers that took part in our study realize the interpretative nature of historical knowledge and they set corresponding teaching goals, such as the development of students’ critical thinking and the adoption of different perspectives. Students’ interests, availability of the source in addition to the source’s relativity with the textbook, consist main criteria, by which the participant teachers select historical sources for their instruction. Furthermore, we noticed a correlation between teachers’ studies and the way they approach sources during their teaching, showing special interest either on visual or text sources. The absence of the textbook and the friendly classroom climate that we noticed in the classes we attended, seemed consistent with participants’ perceptions and teaching goals. However, other inconsistencies between their perceptions and practices, led us to the conclusion that maybe, in some cases, the teachers of our study don’t know how to work with the sources in a scientifically appropriate way or how to make the most of the discussion in the classroom, in order to meet their teaching goals.
Main subject category:
Education - Sport science
Keywords:
secondary teachers’ perceptions, secondary teachers’ practices, history sources, history teaching
