Accessibility navigation


Exploring teachers’ curriculum decision making: insights from history education

Harris, R. and Reynolds, R. (2018) Exploring teachers’ curriculum decision making: insights from history education. Oxford Review of Education, 44 (2). pp. 139-155. ISSN 0305-4985

[img]
Preview
Text - Accepted Version
· Please see our End User Agreement before downloading.

430kB
[img]
Preview
Text - Supplemental Material
· Please see our End User Agreement before downloading.

343kB

It is advisable to refer to the publisher's version if you intend to cite from this work. See Guidance on citing.

To link to this item DOI: 10.1080/03054985.2017.1352498

Abstract/Summary

This paper explores teachers’ decision making by examining the topics that 11 history teachers from ten schools in England chose to teach and how they approached teaching these topics. Data were gathered from curriculum documents and semi-structured interviews in which teachers’ topic choices and approaches to history were explored. Most teachers adopted a disciplinary approach to history teaching but one focused on analytical structures rather than processes. Additionally the findings suggest a large degree of uniformity in the topics chosen despite the freedom provided within the policy documents for history teaching in England. Few teachers had given much consideration to approaches that demonstrate the ‘usability’ of history for young people. This suggests a need to engage teachers more fully in robust curriculum debates given their central role in enacting curricula.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education
ID Code:71514
Uncontrolled Keywords:history curriculum; knowledge; teacher decision making; curriculum; curriculum design
Publisher:Taylor & Francis

Downloads

Downloads per month over past year

University Staff: Request a correction | Centaur Editors: Update this record

Page navigation