Navigating Historical Thinking in a Vocational Setting: Teachers Interpreting a History Curriculum for Students in Vocational Secondary Education

Autor/in	Ledman, Kristina
Titel	Navigating Historical Thinking in a Vocational Setting: Teachers Interpreting a History Curriculum for Students in Vocational Secondary Education
Quelle	In: Journal of Curriculum Studies, 47 (2015) 1, S.77-93 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2014.984766
Schlagwörter	Foreign Countries; Vocational Education; History Instruction; Interviews; Secondary School Teachers; Teacher Attitudes; Course Content; Academic Education; Student Motivation; Knowledge Level; Curriculum Development; Citizenship Education; Required Courses; Teaching Methods; Sweden + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; History lessons; Geschichtsunterricht; Interviewing; Interviewtechnik; Lehrerverhalten; Kursprogramm; Akademische Bildung; Schulische Motivation; Wissensbasis; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Pflichtkurs; Teaching method; Lehrmethode; Unterrichtsmethode; Schweden
Abstract	In Sweden, history has recently become a compulsory subject in upper secondary vocational education and training (VET). The aim of this interview study with teachers was to problematize the transition between the ideals of history education in the curriculum and the everyday practices of history teaching. It investigated how the teachers assess the objectives of the history curriculum and how they relate the curriculum to their knowledge and conceptions of their students. This study complicates the phenomenon of academic subjects in vocational education and provides an empirical example to centre a discussion of the challenges associated with a history curriculum that seeks to acknowledge different orientations of history teaching. The teachers articulated potential problems that stem from the students' capabilities and motivation. The objectives of the disciplinary and critical orientation assume factual knowledge, which, according to the teachers, the students do not have. In the interviews, the teachers showed that they seek to transform the curriculum to allow them to teach more substantive knowledge. Continuing citizenship education for students in upper secondary VET through compulsory academic subjects, such as history, might contribute less than expected to the individual's process of becoming a citizen. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01