Change search
ReferencesLink to record
Permanent link

Direct link
Erfarna lärares historiedidaktiska insikter och undervisningsstrategier
Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies. (History and Education)
2009 (Swedish)Licentiate thesis, monograph (Other academic)Alternative title
Experienced teachers insights and strategies in history teaching (English)
Abstract [en]

The aim of this study has been to investigate, through the narratives of ex-perienced teachers, insights and strategies in the teaching of history in upper secondary school. Based on a flexible grounded theory, life history and theories of pedagogical content knowledge, seven experienced history teachers have been interviewed about their conceptions of history teaching.

Development of insights into history teaching and the formation of knowledge can be described as involving both a refinement of practice and more revolutionary turning points. These insights emphasize that good knowledge of the subject is central for legitimacy and creativity. History teaching in Sweden is described as increasingly international and contem-porary, and focussed on students’ learning from various points of view. Varied teaching is stressed with the teacher in centre and also being able to take the role of arranger. Of importance is also the handling of teaching in history as a foundation course as well as an advanced or specialized course.

Influences from other subjects have had a diverse impact at the same time as personal interests and experiences, as well as external influences, have been important for the development of strategies. History teachers’ teaching strategies may be described in terms of 1) multiperspectivity, where different points of view and interpretations of history are central; 2) narrative history, where through both major and minor stories, a chronological structure and animation of the subject of history are strived after; 3) social scientific history, which uses history to explain contemporary society through making comparisons and seeking general patterns; and 4) an eclectic strategy, which strives after varieties of an individualised teaching of history by allowing students to make their ways into history in diverse ways. The experienced history teachers’ narratives make evident how the subject of history can be transformed, they demonstrate different conceivable ways of teaching history and reveal its complexity.

The teachers’ narratives show how, through their strategies in interaction with their insights in history teaching, they have created an overview and structure in the complex reality of teaching history. The teachers’ insights and strategies constitute a practice based contribution to a more experience informed practice and research on the teaching of history.

Place, publisher, year, edition, pages
Umeå: Umeå universitet , 2009. , 119 p.
Skrifter från institutionen för historiska studier, ISSN 1651-0046 ; 2
Keyword [en]
insights, teaching strategies, transformation, experience informed practice, wisdom of practice, history teaching, experienced teachers, life history, grounded theory, pedagogical content knowledge
Keyword [sv]
historiedidaktik, ämnesdidaktik, undervisning, erfarna lärare, ämnesdidaktik, grounded theory, livsberättelse, transformering, pedagogical content knowledge, insikter, undervisningsstrategier, erfarenhetsinfomerad praktik, historieundervisning
National Category
History Educational Sciences
URN: urn:nbn:se:umu:diva-1976ISBN: 978-91-7264-719-0OAI: diva2:142607
Available from: 2009-01-23 Created: 2009-01-23 Last updated: 2014-11-14Bibliographically approved
In thesis
1. History in the Service of Mankind: International Guidelines and History Education in Upper Secondary Schools in Sweden, 1927–2002
Open this publication in new window or tab >>History in the Service of Mankind: International Guidelines and History Education in Upper Secondary Schools in Sweden, 1927–2002
2011 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Historia i mänsklighetens tjänst : internationella riktlinjer och svensk gymnasieundervisning i historia, 1927–2002
Abstract [en]

In this study the guidelines of the League of Nations, UNESCO and the Council of Europe are investigated in relation to Swedish national curricula, teachers’ perceptions of and students’ work in history, from 1927 to 2002.

Inspired by John I Goodlad’s notions of curricula and implementation, the formulation of history is studied. The ideological curricula are analyzed via the international guidelines directed to Swedish history teaching. The formal curricula are examined in national guidelines and also how history is formulated in final examinations and inspectors’ reports. The perceived curricula are studied in teachers’ debates and interviews with experienced teachers. The experiential curricula are examined through looking at students’ choices of topics in final exams, 1,680 titles of students’ individual projects in history and an in-depth analysis of 145 individual projects written between 1969 and 2002.

The study shows that the means and goals of history education have been formulated in both different and similar ways within and between curricular levels.  On all the curricular levels studied the history subject has become more internationally oriented. After World War II national history landed in the background and the world history, favored by UNESCO, became dominant in Sweden from the 1950s onwards. Despite the fact that the Council of Europe’s Euro-centrism became more prominent in the 1994 syllabus in history, students still preferred world history over European history. International and national guidelines also stressed the value of paying heed to marginalized groups, local cultural heritage and contemporary history.  These orientations were also represented in the teachers’ views of history teaching and in the students’ work in history.

The results of the study suggest that the implementation of the international guidelines were more than a top-down process. During the entire period studied, guidelines have been formulated and transacted, but also reinterpreted and in some cases, ignored. Teachers and students seem to have been co-creators in the transformation of history education.

History as a subject, according to the study, encompassed an ever expanding geographical area and more and more perspectives. Not least on the student level, the subject was formulated and dealt with in manifold ways, often oriented towards contemporary world history. Students’ history had great similarities with the international notion of history education in the service of mankind. Students expressed a rejection of war, an understanding of minorities and a wish to safeguard the local cultural heritage. Even if there were exceptions, students’ history appears to have been influenced by international understanding during a century filled with conflicts.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2011. 80 p.
Umeå studies in history and education, 5
history teaching, League of Nations, UNESCO, Council of Europe, curriculum
National Category
History Didactics Educational Sciences
Research subject
didactics of history; didactics of history
urn:nbn:se:umu:diva-43817 (URN)978-91-7459-185-9 (ISBN)
Public defence
2011-06-10, Hörsal F, Humanisthuset, Umeå universitet, Umeå, 10:15 (Swedish)
History Beyond Borders: The International History Textbook Revision, 1919–2009
Swedish Research Council, 2007-3419
Available from: 2011-05-11 Created: 2011-05-10 Last updated: 2014-11-14Bibliographically approved

Open Access in DiVA

fulltext(2464 kB)1824 downloads
File information
File name FULLTEXT01.pdfFile size 2464 kBChecksum MD5
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Nygren, Thomas
By organisation
Department of historical, philosophical and religious studies
HistoryEducational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 1824 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 1970 hits
ReferencesLink to record
Permanent link

Direct link