High School History Teachers’ Perceptions of the ‘Intensive Course Program’

2014 ◽  
Vol null (19) ◽  
pp. 113-152
Author(s):  
Jung Heey Eon ◽  
Hyun-Sook Park
Keyword(s):  
High School ◽  
History Teachers ◽  
Teachers Perceptions ◽  
School History ◽  
Intensive Course

Tensions with international mindedness: teaching in the international baccalaureate program

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Karen Fran Chernoff
Keyword(s):  
High School ◽  
International Baccalaureate ◽  
High Stakes Testing ◽  
High Stakes ◽  
Core Element ◽  
History Teachers ◽  
Content Type ◽  
History Curriculum ◽  
School History ◽  
Diploma Program

PurposeInternational mindedness (IM) is a core element of International Baccalaureate (IB) programs. Implementation of IM varies with the type of international school and where the IB school is situated. This article seeks to understand the tensions that three teachers experienced while teaching the IB Diploma Program history curriculum.Design/methodology/approachFor this study, three IB teachers examined their experiences teaching the history curriculum. This article offers relevant research on the difficulties in implementing IM and the following tensions: (1) situating the IB curriculum; (2) with hegemonic privilege and (3) in high-stakes testing.FindingsIM can be integrated into the history curriculum to make the history curriculum relevant for the global community. While each interviewee enjoys teaching in the IB program and believes the IB history curriculum offers opportunity for IM, they also feel the history curriculum would benefit from modification. Each interviewee's points of view bring a relevancy and an authenticity for why tensions exist when teaching IB diploma history.Originality/valueThere is a gap of research in how and to what extent teachers implement IM into the IB high school history curriculum. Further, teachers' views regarding the IB history curriculum and whether the history curriculum facilitates one's teaching IM is largely anecdotal. Thus, this study is unique in its offering three interviews by IB high school history teachers on IM and the tensions they feel when teaching about and attempting to implement IM.

scholarly journals Preparing Teachers to Teach the Language of History

2020 ◽  
Vol 45 (2) ◽  
pp. 2-17
Author(s):  
Stephanie Garrone-Shufran
Keyword(s):  
High School ◽  
Language Instruction ◽  
History Teachers ◽  
School History

The preparation of history teachers has not traditionally included a focus on teaching the language of history. However, in order to think like historians, students in middle and high school history classrooms must learn to read and write like historians. This article describes how two preservice history teachers identified and taught language in fieldwork placements. Their experiences illustrate the challenges that history teachers face in incorporating meaningful language instruction. The findings suggest that training preservice and in-service teachers to identify and teach the language of history would be necessary to ensure that language instruction is implemented in history classrooms.

scholarly journals KINERJA GURU SEJARAH SMA DI KOTA METRO

2015 ◽  
Vol 3 (2) ◽  
pp. 91
Author(s):  
Kuswono Kuswono
Keyword(s):  
High School ◽  
Teacher Performance ◽  
Sampling Technique ◽  
Survey Method ◽  
History Teachers ◽  
School History ◽  
History Of ◽  
History Teacher ◽  
Performance Development ◽  
Quantitative Descriptive

The aim of this study was to describe the performance of high school history teacher in Metro City. Assess teacher performance in the history of the city's Metro As infromasi for measures of performance development in the history teachers to meet curriculum of 2013. This type of research is quantitative descriptive using the survey method. This study will assess the performance of teachers and the entire population of high school history teacher in Metro City. The sampling technique using disproportionate stratified random sampling, data collection techniques using a questionnaire using Likert scale. The maximum score 7 so that teacher performance can be compared with scores obtained from each school that SMA 1 Metro get the value of 6.59. SMAN 2 Metro get a score of 6, 17. SMAN 3 Metro has a score of 4.03. SMAN 4 get a score of 5.33. SMAN 5 get a score of 6.61 and SMAN 6 get a score of 5.91. Performance history teacher high schools in Metro City is at a good level.

Lifetime Influences on the Literacy-Related Instructional Beliefs of Experienced High School History Teachers: Two Comparative Case Studies

1996 ◽  
Vol 28 (2) ◽  
pp. 227-257 ◽  
Author(s):  
Elizabeth G. Sturtevant
Keyword(s):  
High School ◽  
Case Studies ◽  
Teacher Development ◽  
Role Models ◽  
Eastern United States ◽  
Development Programs ◽  
History Teachers ◽  
School History ◽  
Teachers Beliefs ◽  
Instructional Beliefs

This paper presents and compares case studies of the literacy-related instructional beliefs of two high school history teachers who had been teaching for over 20 years in the same urban, highly multicultural high school in the eastern United States. Data were collected through extended autobiographical interviews with teachers, 20 sequential days of classroom observation, classroom and district documents, and shorter interviews with students and supervisors. The teachers' beliefs about including literacy-related activities in their instruction are described, and past and recent influences on these beliefs are analyzed and compared. Results include that the teachers' beliefs were strongly affected by personal relationships with trusted school colleagues, other teacher-friends, early role models, and students. Implications for teacher development programs and research are suggested.

scholarly journals Do Youtube à escola: transformações nas práticas docentes dos professores de história, provocadas pelo acesso de estudantes a conteúdos de história veiculados por youtubers

2020 ◽  
Vol 11 (1) ◽  
pp. 37-46
Author(s):  
Martha Kaschny Borges ◽  
Tales Hiroschu Medeiros Kamigouchi
Keyword(s):  
High School ◽  
Social Network ◽  
Teaching Model ◽  
Traditional Teaching ◽  
History Teachers ◽  
Planning Time ◽  
School History ◽  
The Face ◽  
Qualitative Nature ◽  
Teaching Learning

This article describes changes in the teaching practices of high school history teachers, when their students access history content through the digital social network Youtube. As a result of the results of a master’s research, it aims to identify and describe the strategies adopted by teachers in the face of the challenge of teaching to a hyperconnected generation. The research was structured as being of a qualitative nature and had as theoretical and methodological assumptions: Goodman (1961) for the research technique Snowball; Bardin (2004) for the analysis of the content of the interviews; in addition to the dialogue with the authors Bruno Latour (2012); André Lemos (2008); Martha K. Borges (2007); Pierre Lévy (2010); Lucia Santaella and Renata Lemos (2010); Maria Auxiliadora Schmidt and Marlene Cainelli (2004); and Maria Mizukami (1986). The evidence corroborates with the understanding that the teaching-learning process in the time of cyberculture and cyberspace demand new initiatives and approaches that go beyond the traditional teaching model, such as, for example, dedicating planning time in the observation and analysis of YouTube channels that disseminate distorted concepts.

scholarly journals Holocaust Education in Quebec: Teachers’ Positioning and Practices

2016 ◽  
Vol 50 (2-3) ◽  
pp. 247-268 ◽  
Author(s):  
Sabrina Moisan ◽  
Sivane Hirsch ◽  
Geneviève Audet
Keyword(s):  
High School ◽  
Human Rights ◽  
Historical Thinking ◽  
Pedagogical Practices ◽  
Holocaust Education ◽  
History Teachers ◽  
Holocaust Memorial ◽  
School History ◽  
The Holocaust

Teaching about the Holocaust is mandatory in many societies. This prescription is justified by authorities with many reasons: educating pupils for a better understanding of human rights, peace, war, genocide, critical thinking, historical thinking, racism, etc. The Holocaust can carry a very strong moral and emotional charge. But why do teachers choose to teach about it when it is not compulsory? And how do they do this? Which resources do they use? What content is their teaching based on? This case study focuses on three high school history teachers in Quebec and explores their educational objectives in teaching the Holocaust and related pedagogical practices, including a field trip to the Montreal Holocaust Memorial Centre.

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