Making Sense of “Best Practice” in Teaching History

• Autores: Cynthia Hartzler Miller
• Localización: Theory and research in social education, ISSN 0093-3104, Vol. 29, Vol. 4, 2001, págs. 672-695
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The author revisits reform proposals in history education which call for increased emphasis on “historical inquiry.” Historical inquiry can be viewed as an instructional approach that brings together new understandings in the discipline of history with recent developments in cognitive research, especially in regard to children's historical thinking. The beginning history teacher in this qualitative case study held knowledge and beliefs about subject matter and students considered essential for teaching historical inquiry. However, the teacher was reluctant to take this approach, for reasons that shed light on divergent interpretations of “best practice.” The author argues for a “learning from practice” model of professional education that begins with questions emerging directly out of individual teachers' particular notions of best practice.