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Constructing History Education for Learners in Vocational Education: Teachers transformation of a new history curriculum
Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies. (History and Education)ORCID iD: 0000-0001-5222-6229
2012 (English)Conference paper, Abstract (Refereed)
Abstract [en]

How do history teachers transform and teach a new history curriculum to new learners? The question is currently quite urgent in Sweden where a new national curriculum has made history part of the core curriculum of upper secondary school. In effect, a new group of students will enter the history teachers’ classrooms, namely, students in vocational educational programs.  This inquiry aims to explore how history teachers interpret and transform the formal history curriculum towards intended curriculum on basis of their understanding of the curriculum text, and their knowledge and beliefs of the essence of history as a school subject and the new groups of learners.

The paper employs the analytic lens of pedagogical content knowledge (PCK) and explores the transformation of teachers’ knowledge as formulated by Shulman (1987). Special attention is paid to the teachers’ knowledge of the learners and their characteristics. The process of transforming an intended curriculum is situated in a broader theoretical framework where the history curriculum is seen as shaped and reshaped in different social contexts, i.e. the making of official curriculum, the transformation by teachers and the enacted and perceived curriculum of the history teaching classroom.

The inquiry has followed the preparation of the history curriculum among groups of history teachers. Data has been collected by observations and audio recording of group discussions as teachers interpret and transform the curriculum into teaching. In individual interviews the teachers were asked to read the new history curriculum while articulating their reactions to, and interpretations of, the text, a method inspired by “think aloud protocols”.

The conclusions are expected to show how the teachers’ PCK influences the construction of the history curriculum and thereby provide a basis of knowledge for the discussion and negotiations of why, what and how of history teaching in the curriculum for vocational students. The relevance of the findings is of particular importance in relation to issues of the role of general knowledge in the lives of young people and the framing of citizenship education. It thereby addresses issues of relevance to the realm of the Curriculum Research Network.

Place, publisher, year, edition, pages
2012.
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:umu:diva-135198OAI: oai:DiVA.org:umu-135198DiVA: diva2:1097210
Conference
the 40th Annual Congress of the Nordic Educational Research Association, march 8-10, 2012, Copenhagen, Denmark.
Note

Abstract 361

Available from: 2017-05-22 Created: 2017-05-22 Last updated: 2017-06-12Bibliographically approved

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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf