Embracing diversity in the history curriculum: a study of the challenges facing trainee teachers
Embracing diversity in the history curriculum: a study of the challenges facing trainee teachers
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.
159-175
Harris, Richard
0550d258-245a-4d0f-b366-4a8bc580cda3
Clarke, Gill
112f4fba-7fd5-41eb-b70c-a91eb3309b2b
June 2011
Harris, Richard
0550d258-245a-4d0f-b366-4a8bc580cda3
Clarke, Gill
112f4fba-7fd5-41eb-b70c-a91eb3309b2b
Harris, Richard and Clarke, Gill
(2011)
Embracing diversity in the history curriculum: a study of the challenges facing trainee teachers.
Cambridge Journal of Education, 41 (2), .
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.
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Published date: June 2011
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Local EPrints ID: 174675
URI: http://eprints.soton.ac.uk/id/eprint/174675
ISSN: 0305-764X
PURE UUID: a0aeb699-0ad6-48e0-b3f8-47696dd3decc
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Date deposited: 16 Feb 2011 09:50
Last modified: 26 Apr 2022 19:56
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Author:
Richard Harris
Author:
Gill Clarke
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