The University of Southampton
University of Southampton Institutional Repository

Diversity and the history curriculum: an action research approach to help trainee history teachers embrace cultural and ethnic diversity in the curriculum

Diversity and the history curriculum: an action research approach to help trainee history teachers embrace cultural and ethnic diversity in the curriculum
Diversity and the history curriculum: an action research approach to help trainee history teachers embrace cultural and ethnic diversity in the curriculum
This paper explores the issues that secondary history teachers on an Initial Teacher Education (ITE) programme in England encounter in attempting to incorporate more cultural and ethnic diversity into the history curriculum. It also assesses the impact that changes in their training course had on their views and pedagogical practice. Using questionnaires and scenario based interviews with three cohorts of trainee teachers, key challenges were identified, which were related to the purposes of teaching history and diversity, appropriate pedagogy and content, dealing with pupils, and teachers’ personal concerns. A framework for analysing trainees’ stances towards cultural and ethnic diversity based upon a confident-uncertain-uncomfortable continuum was developed. The research revealed that the course had had an impact, although this was in subtle rather than marked ways, which raises further questions about what is possible within the confines of an ITE training programme and the need for additional support beyond the course
Harris, Richard
0550d258-245a-4d0f-b366-4a8bc580cda3
Harris, Richard
0550d258-245a-4d0f-b366-4a8bc580cda3

Harris, Richard (2010) Diversity and the history curriculum: an action research approach to help trainee history teachers embrace cultural and ethnic diversity in the curriculum. History Teacher Educator Network Conference, Newport, United Kingdom. 19 - 20 Jul 2010. 21 pp .

Record type: Conference or Workshop Item (Other)

Abstract

This paper explores the issues that secondary history teachers on an Initial Teacher Education (ITE) programme in England encounter in attempting to incorporate more cultural and ethnic diversity into the history curriculum. It also assesses the impact that changes in their training course had on their views and pedagogical practice. Using questionnaires and scenario based interviews with three cohorts of trainee teachers, key challenges were identified, which were related to the purposes of teaching history and diversity, appropriate pedagogy and content, dealing with pupils, and teachers’ personal concerns. A framework for analysing trainees’ stances towards cultural and ethnic diversity based upon a confident-uncertain-uncomfortable continuum was developed. The research revealed that the course had had an impact, although this was in subtle rather than marked ways, which raises further questions about what is possible within the confines of an ITE training programme and the need for additional support beyond the course

Text
HTEN_paper[1].doc - Other
Download (159kB)

More information

Published date: July 2010
Venue - Dates: History Teacher Educator Network Conference, Newport, United Kingdom, 2010-07-19 - 2010-07-20
Related URLs:

Identifiers

Local EPrints ID: 174523
URI: http://eprints.soton.ac.uk/id/eprint/174523
PURE UUID: af8fcf22-e452-4b39-a596-bf63c157c67a

Catalogue record

Date deposited: 15 Feb 2011 09:30
Last modified: 14 Mar 2024 02:34

Export record

Contributors

Author: Richard Harris

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×