Search

The Covid-19 pandemic and Black Lives Matter protests have given renewed impetus to campaigns against racial inequality. In education, the issue of curriculum – and particularly the history curriculum – has been at the centre of campaigns to "decolonise the curriculum". While barriers to the teaching of "diverse" British histories in England's classrooms have long been recognised, relatively little research has been done on the crucial role of history teacher educators and teacher training in developing a diverse profession, practice, and curriculum. This paper seeks to address these gaps through analysis of interviews with history teacher educators, trainee history teachers and key stakeholders. In particular, it explores the responses of history teacher educators to recent calls for curriculum reform, charts how these demands for change have influenced thinking and practice in Initial Teacher Education (ITE) in history and identifies ongoing challenges to the development of more inclusive curriculum and pedagogic practice. [ABSTRACT FROM AUTHOR]

In this study, researchers used a longitudinal multisite qualitative cross-case study to examine the beliefs and practices of five beginning teachers related to critical historical inquiry. They collected interview, observation, and classroom artifact data over a 5-year period, from teacher preparation through the teachers' 4th year in the classroom. Using critical theory as the frame, the researchers found that the beginning history teachers tended to move along two pedagogical continuums: one related to the criticality of content and the other related to didactic- or inquiry- based instruction. Teachers were more successful in engaging in critical historical inquiry practices if they had well-developed conceptual and practice tools and had opportunities to teach within school contexts that supported the use of critical historical inquiry. [ABSTRACT FROM AUTHOR]

This article explores how the Crash Course video series are being used as a content-focused resource in the social studies classroom. It argues that the Crash Course series, alongside its YouTube competitors, has significantly stepped in to fill a vacuum left by criticisms and the unpopularity of lectures, textbooks, and feature films. With over 15 million subscribers and accumulated views over 1.9 billion, Crash Course has become an important and ubiquitous force in history and social studies classrooms and represents a new genre of educational media found on YouTube. However, the dramatic rise in the popularity of educational videos online has not coincided with a growth in educational research, particularly in social studies and history education. This article explores the findings of a mixed-methods study that examines how and why history and social studies teachers are using Crash Course videos in their teaching and planning. In particular, it analyses descriptive statistics derived from the results of a teacher survey (n = 181) and semi-structured interviews with seven social studies teachers who have used Crash Course in their classrooms. The authors found that teachers in the study are regularly using the Crash Course video series to deliver content which is clearly meeting a need many social studies teachers have. The videos-short, easily accessible, and fun-fit nicely with demands to keep students engaged, reduce reliance on textbooks, and explore new content that teachers have little time to learn themselves. This study also found that rarely, if ever, are teachers inviting students to evaluate or assess the content, trustworthiness, or perspective of Crash Course videos. This article discusses what is gained and what are the risks of embracing Crash Course in the social studies and history classroom. [ABSTRACT FROM AUTHOR]

The digital revolution has widened the array of curriculum materials available to history teachers. Given the variable quality of these new materials and the deeply contextual nature of teaching, educators need better tools for selecting among the vast options available. This study aimed to validate a device designed for that purpose, called the Curriculum Materials Evaluation Tool (CMET). Using a questionnaire and think-aloud interview, the study examined how four social studies teachers evaluated a novel material set for potential classroom use, and how the CMET mediated their analysis. Findings showed that the teachers preferred when materials are readily accessible and adaptable for their specific teaching context, in contrast to "one-size-fits-all" resources that dominate the Web. The CMET appeared to foster a deeper and broader analysis of the given material set, especially regarding its political and cultural orientation. The study suggests that teachers' role in vetting and adapting digital materials be recognized and embraced. The CMET can contribute to that end through its use in district adoption committees, teacher professional development, and collaborative curriculum research. [ABSTRACT FROM AUTHOR]

This document titled "The Cinema is a History Classroom: Interpreting the Past Through Historical Film" is a teaching resource that provides a lesson plan for exploring the purpose and role of historical fiction in film. The lesson includes activities such as defining historical fiction, discussing the purposes of historical fiction, examining the role of historians in the filmmaking process, brainstorming incentives and disincentives for filmmakers to present accurate representations of the past, discussing sensitive topics in film, and considering the critical engagement of audiences with filmic interpretations. The document also suggests further reading for teachers interested in exploring the topic in more depth. [Extracted from the article]

The purpose of this baseline study is to determine the significant problems confronting history education in secondary school. The researchers employed qualitative research methods and case study design. The techniques that were employed to acquire credible data were document analysis, interviews, and classroom observation. Six experienced history education teachers and eight top-ten students from Sebeta town public secondary school were interviewed, and academic achievement statistics of 174 students in history education were analyzed. In addition eight lesson observations were carried out to validate the information gleaned from the interviews and document analysis. The study's findings show that the primary challenges influencing history education in Sebeta town public secondary schools were teaching strategy, a lack of awareness about implementing participatory teaching methods, a lack of comprehensiveness of the contents of history education teaching materials, and the issue of the bulkiness and scope of history education texts being covered on time. The findings also indicate the significance of training history education teachers to use participatory teaching tactics, as well as the need for curriculum experts to better coordinate the range of history education content and teaching strategies. The findings of this study will help teachers, practitioners, scholars, policymakers, and educational professionals find solutions to significant problems in secondary school history education, as well as develop effective techniques for teaching history education in secondary schools that involve twenty-first century skills and abilities. [ABSTRACT FROM AUTHOR]

In recent decades, history and education scholars in the Western world have argued for a constructivist approach to disciplinary thinking in the teaching and learning of History, known as historical thinking. Yet, there has been little classroom-based empirical research exploring how teachers engage with historical thinking theory, enact related practices in the classroom, and, in Canada, utilize historical thinking concepts. The multiple-case study outlined here addresses this gap, by offering descriptive details and insights regarding four Canadian secondary school teachers’ attitudes, understandings, implementation, and applications of historical thinking in lessons and assessments. Differences among these teachers’ perceptions and practices indicate that historical thinking is not a singular pedagogical approach. Yet, common elements revealed two broadly drawn typologies that may serve as inspiration and provide concrete examples for history teachers wishing to develop their own historical thinking practices. Rich descriptions also provide unique insights into how the teachers use their judgment and knowledge in the choices and decisions they make to move theory to practice. Finally, this study offers a methodology for the continued classroom-based study of historical thinking. [ABSTRACT FROM AUTHOR]

The article focuses on the Australian government's framework for the use of generative AI in education, emphasizing its role in supporting History teachers. Topics include defining generative AI as technology capable of creating text, images, audio, and video, the framework's core principles such as Teaching and Learning, Human and Social Well-being, and implications for History teachers in Victoria, including the importance of critical engagement with AI's biases and limitations.

Copyright of Historia Regional is the property of Historia Regional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The goal of this study is to try to understand how history teachers in Arab high schools in Israel navigate their way between the official curriculum and their Palestinian-Arab identity. I examine how they broach learning material that contradicts their beliefs and their understanding of recent history in the region. To this end I used qualitative research based on interpretative phenomenological analysis. The participants included Arab teachers, both men and women, who we interviewed using in-depth open interviews. In the literature review and from the findings we can see that the state, through the education system in general and through history teaching in particular, tries to disconnect the Palestinian-Arabs from their history, their people, and their national identity. These practices fit the descriptions of settler-colonialists' behavior toward indigenous populations. The findings show that the teachers use one of three approaches to deal with the state's educational policy. One group of teachers focuses on achievement using the material they are given in order to stay out of trouble. Another group finds creative ways to cautiously expose the students to the Arab narrative. The third group faces the challenge head on, presenting the students with the Palestinian narrative in addition to the Jewish Zionist one. [ABSTRACT FROM AUTHOR]

The article "Beyond History for Historical Consciousness: Students, Narrative, and Memory" analyzes 600 students' written responses to the question of the history of French Canadians in Canada. The authors examine how students construct narratives to explain the past and draw conclusions about their perceptions. They find that students' narratives differ based on geographic location, gender, mother tongue, and sense of identification. The authors also note the lack of representation of Indigenous history in the students' responses and suggest further research on this topic. Overall, the study provides insights into how students understand and interpret history. [Extracted from the article]

The article discusses the feedback provided by the HTANSW Executive on the 2024 Draft 7-10 NSW History Syllabus. The Executive praised the updates to the rationale and the removal of suggested hours for most topics in the second draft. They also noted improvements in the alignment of skills and concepts, as well as the inclusion of a more diverse range of school-developed suggestions. However, they expressed concerns about the density of Stage 5 and the structure of "Australia at War." The Executive suggested that the syllabus could be more explicit about what History teachers generally do and provide a more robust summary of how the curriculum promotes civics and citizenship. They also cautioned against overburdening the syllabus with excessive content. Overall, the Executive welcomed the opportunity to provide feedback and hoped for positive changes in the final version of the syllabus. [Extracted from the article]

The theory of epistemic beliefs has proven valuable in advancing history education through inquiry-based learning. This study uses mixed methods to examine teachers’ epistemic beliefs in the History+ project. New analytical terms are proposed to differentiate the depth and situatedness of epistemic beliefs in order to address the discrepancies between the theory and the new findings, and a set of hypotheses is put forward to enhance the theory

This paper addresses the question of what role the historical discipline might play in informing the selection of substantive knowledge for school history curricula. In the process, it seeks to clarify the usefulness and limitations of Young's social realist theory of powerful knowledge in the case of school history. The paper proposes that assessing the potential of the historical discipline for informing substantive knowledge selection in school history requires a more thorough account of the historical discipline's horizontal knowledge structure. Having attempted such an account, it is argued that while the historical discipline offers no consensus on exactly what substantive knowledge to teach, it does offer resources for tackling political and ethical questions inherent in substantive knowledge selection in school history. This is exemplified through the case of environmental history. The paper concludes that realizing the potential of the historical discipline to contribute to questions of substantive knowledge selection in school history requires that history educators move beyond theorizing the distinction between vertical and horizontal discourses, central to Young's theory of powerful knowledge, and, drawing on Bernstein, consider the historical discipline's particular horizontal knowledge structure and its dialogic, often critical, entanglement with horizontal discourses. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study aims to examine prospective history teachers' process of using digital games to design history lessons and delivering the designed lessons in virtual classrooms. The study employed a design-based research model and was conducted with 31 participants selected based on the criterion sampling method. Data were collected through design documents, interview forms, and video recordings and were analyzed using descriptive and content analysis techniques. During the process, participants were able to design history lessons with digital games and deliver the designed lessons in virtual classrooms. Analysis of participants' views on the process led to the emergence of the following themes: "The Problems Emerging in the Process," "The Pedagogical Effects of the Process," "The Technological Effects of the Process," "The Effects of the Process on Reflective Thinking," "The Effects of the Process on Participants' Thoughts about Virtual Learning Settings," and "The Effects of the Process on Participants' Thoughts about the Researcher." The study results show that despite some problems with the use of technology, the process had a positive effect on the participants. In this regard, future studies may be recommended to focus on prospective teachers' competencies in using technology effectively when teaching lessons in virtual learning environments. [ABSTRACT FROM AUTHOR]

This article is a review of the book "History Education at the Edge of the Nation: Political Autonomy, Educational Reforms, and Memory-shaping in European Periphery." The reviewer highlights the impressive qualifications of the contributors and their expertise in history education. The book explores the teaching of the history of national minorities in schools from a cross-border perspective, giving a voice to these often overlooked groups. It discusses the challenges and debates surrounding this topic and emphasizes the importance of history education in shaping national identity. The book is divided into three sections that cover themes such as identity politics, history curriculum, and teaching arrangements. It also addresses the role of textbooks and the influence of the state in history education. The review concludes by acknowledging the book's success in honoring national minorities but also noting the need for further exploration in certain areas. Overall, the book is praised for its contribution to the field of history education. [Extracted from the article]

Distance education is a type in which individuals can realize their learning activities in line with their current technological possibilities, independent of time and space concepts, sharing information and documents with technological tools and applications, and establishing communication and interaction. Self-efficacy is knowing and believing in one's abilities to do a job. Self-efficacy belief levels towards online learning environments are important factors affecting the educational process. For this reason, determining students' self-efficacy levels in distance education processes is accepted as an essential factor in increasing the quality of educational activities. This study aimed to determine the distance education self-efficacy belief levels of prospective history teachers and the distance education self-efficacy belief levels according to variables such as readiness, gender, grade, and disadvantage. Within the scope of the research, two different scales were used with 109 history teacher candidates from different grade levels of 4 different state universities with the appropriate or convenient sampling method. As a result of the research, no significant difference was found in readiness, gender, and grade variables. Another finding of the study was that disadvantages such as mobile data and internet problems had a negative effect on self-efficacy belief levels. In addition to these, it was investigated whether pre-service teachers' online readiness level was related to self-efficacy belief level and a positive relationship was found between readiness level and self-efficacy belief level. [ABSTRACT FROM AUTHOR]

The article focuses on challenging the common misconceptions and stereotypes surrounding Spartan society by examining its portrayal in popular media. It suggests teaching strategies aimed at dispelling myths and presenting a more balanced view of Spartan history, emphasizing critical analysis of sources and encouraging students to construct alternative narratives based on overlooked evidence.

The article focuses on the importance of historical revisionism, particularly in updating historical source references to reflect changing perspectives and contexts. It offers teaching strategies based on the author's experience revising a history textbook, aiming to encourage students to critically evaluate historical sources and understand the dynamic nature of historical interpretation.

World history curriculum in the United States is Eurocentric. By downplaying contributions from non-Western societies, state standards of world history in the modern era create a narrative of the West as a driver of progress and Europe as the primary protagonist of global events. Research further shows social studies teachers rely on such state standards in developing their curriculum. Utilizing the concept of curricular instructional gatekeeping as a framework, I argue it is important for world history teachers to consider what global content and narratives they allow students access to and think of ways they can make their curriculum more inclusive. I present a lesson I conducted with pre-service teachers as an example that preparation programs and/or in-service providers may utilize to assist teachers in developing a more global world history curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Tijdschrift voor Geschiedenis is the property of Amsterdam University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Tijdschrift voor Geschiedenis is the property of Amsterdam University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Developing critical thinking skills in students has proved to be elusive for Zimbabwean history teachers. Using critical theory and its strands of critical pedagogy and constructivism, this qualitative case study engrained in the interpretive paradigm investigates whether the current practices by history teachers enhance the development of critical thinking skills and then discusses how classroom practitioners can develop critical thinking in teaching. A multiple case study design was adopted to generate data using document analysis, interviews and lessons observations. The sample, chosen for detailed study through purposive sampling, included three history teachers from three secondary schools in the Gweru Urban District in the Midlands province of Zimbabwe. Evidence from the study reveals that history teachers continue to use teacher-centred methods of teaching, textbooks as the only resource, poor questioning techniques, and traditional assessment procedures that do not promote the development of critical thinking skills. It is recommended that history teaching must focus on the development of critical thinking skills rather than on the mastery of content for sustainable development to happen as dictated by the demands of the 21st century. To support that, the study proposes a transformative-interactive model to enhance the development of critical thinking skills. The research concludes that critical thinking skills do not happen arbitrarily but are developed. This study extends scholarship on history teaching by challenging and encouraging teachers to reflect on their role in the teaching of history to transform them into the designers of, and researchers of, curriculum methodology. [ABSTRACT FROM AUTHOR]

The article evaluates whether the new curriculum developed by history faculty at Rollins College in Florida helps students to effectively learn important history skills. Topics include an investigation by American historian Claire Strom into whether students' acquisition of primary source literacy skills is facilitated by the iterative pedagogy of 200-level classes, the reason for the revision of the curriculum in 2014, and the types of 300-level courses that resulted from the revision.

The aim of the present research is to identify the difficulties of applying the technology of enhanced reality in teaching history from the standpoint of the teachers of the subject. A 20-paragraph survey measuring the most significant difficulties in applying the technology of enhanced reality in teaching has been built. The researcher applied the identification to a sample of history professors at the faculties of education and literature at Iraqi governmental and non-governmental universities, including 58 teachers. The research adopted the scoping descriptive approach, and the weight and weight of the weight were extracted to calculate the degree of difficulty in using the enhanced reality technique in teaching. The research found the following results: difficulties in applying the enhanced reality technique by history teachers; the most important of these was the sense of low importance of applying the enhanced reality technique in teaching; the lack of knowledge of using technical media from images, videos, and pamphlets; and the lack of lecture time with the density of the vocabulary. The researcher therefore recommends that the Ministry take decisions that will motivate teachers to use the technique as material and moral incentives, in addition to the need for universities to provide training courses, a comprehensive manual, and rooms equipped to use the enhanced reality technique for teaching. [ABSTRACT FROM AUTHOR]

The Curriculum and Assessment Policy Statement (CAPS) school history curriculum of post-apartheid South Africa is littered with sensitive and controversial topics. Many history teachers and their learners do not know how to confront these topics, especially in multiracial, multicultural, and diverse classrooms. Therefore, this paper explores how the idea of decolonial love (Sandoval, 2000; Maldonado-Torres, 2006) could inform alternative creative pedagogies or contribute to existing pedagogical frameworks that history teachers and their learners employ when engaging sensitive and controversial topics. In this paper I argue that decolonial love has the potential to enable both history teachers and their learners to engage with sensitive and controversial topics in history in ways that promote empathy, cognitive, social and epistemic justice, inclusivity, critical thinking, respect, love, and tolerance for others as envisioned in the CAPS document. This would, in turn, promote the transgression of knowledge boundaries for knowledge co-construction (Keating, 2013) and thus, enable a way of doing history that promotes pluriversal (situated) knowledges (Santos, 2014). Lastly, I argue that decolonial love can provide a useful pedagogical framework for teaching sensitive and controversial topics since it ties together different approaches to teach such topics. [ABSTRACT FROM AUTHOR]

Copyright of Didacticae: Revista de Investigación en Didácticas Específicas is the property of Didacticae: Revista de Investigacion en Didacticas Especificas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Tempo e Argumento is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The theory of epistemic beliefs has proven valuable in advancing history education through inquiry- based learning. This study uses mixed methods to examine teachers’ epistemic beliefs in the History+ project. New analytical terms are proposed to differentiate the depth and situatedness of epistemic beliefs in order to address the discrepancies between the theory and the new findings, and a set of hypotheses is put forward to enhance the theory. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of ECCOM: Educação, Cultura e Comunicação is the property of ECCOM: Educacao, Cultura e Comunicacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The 37th South African Society for History Teaching (SASHT) Conference took place on October 3-4, 2023, at the University of Johannesburg. The conference focused on the theme of "History Education, where are we going?" and included presentations and discussions on various topics related to history education, such as the history curriculum, teaching challenges, historical consciousness, controversial issues, and sports history. The conference was attended by 70 participants, including preservice teachers, curriculum designers, postgraduate students, university lecturers, and historical researchers from South Africa and around the world. The keynote address highlighted the silences in South African history, particularly the absence of women and marginalized communities. The conference provided a valuable learning environment for both presenters and attendees, fostering discussions and multiple perspectives. The success of the conference was attributed to the collaboration between the organizing partners and the assistance of Dr. Valencia Mabalane's students. Networking opportunities were also created for both new and former conference attendees. [Extracted from the article]

This paper analyzes the conceptions of Ibero-American secondary school teachers about the role of history teaching in creating collective identities, and how heritage can impact history classes. We applied a peer validated questionnaire to 283 history teachers from seven countries, analyzing their answers using a deductive-inductive method supported by IBM SSPS software (version 23). The analysis reveal that heritage continues to have little presence in lessons, mostly used as an example of historical narratives that highlight the national identity over others.

The article examines the ways in which history of higher education (HE) instructors worked through the lens of social justice to make history relevant for graduate students outside of the history discipline using data from a survey of HE and student affairs (HESA) programs in the U.S. Topics include the number of HESA programs in the U.S., the importance of the strong social justice emphasis within HESA programs to HE history, and the principles of social justice education (SJE) pedagogy.

The article outlines important concepts that should guide history teachers in reorganization of their curriculum around movements and how these can help students develop a stronger understanding of the past. Topics include the need for teachers to emphasize the role of people organized in movements and collective action in the past and present, the importance of illuminating the role of intersectionality in movements for justice and the significance of the role of community and school context.

Purpose: Guided by an interest in how K-12 history teachers think about teaching race and related concepts in their courses, this paper explores the impact of a workshop put on by a history and civics professional learning organization that explicitly focused on historicizing race, racism and whiteness as a method for furthering teachers' understandings and commitments to antiracist teaching. Design/methodology/approach: This paper draws on Critical Race Theory and Critical Whiteness Studies to make sense of the idea of history teaching as a racial project. Using surveys and a focus group discussion as data. Findings: The authors found that, after the workshop, teachers reported increased comfort and interest in teaching more about race and racism, while fewer stated explicit commitments and plans to teach about whiteness. The authors also found that teachers' definitions of whiteness were largely framed as habits of mind and individual practices and situated within an educational sphere. Additionally teachers initially grappled with systemic interpretations of whiteness, yet ended up landing on identity as the starting point for critical history instruction. Originality/value: These findings prompt the authors to discuss the continued challenges of linking whiteness with antiracist history teaching and also grapple with the affordances and pitfalls of identity as a starting point for race work. [ABSTRACT FROM AUTHOR]

It aims to identify the teaching knowledge and typologies of historical awareness present in the narratives constructed by History teachers, working in Basic Education, having as a reference the construction of the epistemology of professional practice defined by Tardif (2000) as the study of the set of knowledge used by professionals in your workspace to perform all your tasks. It is theoretically based on Tardif and Lessard's (2012) conceptions of teaching knowledge and Rüsen's (2007) historical awareness. We support the theoretical contribution of Cultural History and the research methodology of Oral History in Bom Meihy (1996) and Alberti (2013) by enabling the elaboration of records and documenting experiences, knowledge and practices of people regarding their experiences. We can infer that the way they worked in the classroom created the possibility of a teaching that aims to form historical awareness to act in the world, to be able to act and transform it. [ABSTRACT FROM AUTHOR]

Built on the interface between "public history, corporealities and orality", the article brings experiments based on the Trajetórias Docentes audiovisual collection. It problematizes theoreticalmethodological aspects of corporeality (gestural expressions during public interviews) in studies on life history and teacher training. In a case study, from the perspective of dialogical and participatory oral history work, the autobiographical performance of teacher and activist of basic education Rubens da Silva Pinho (2022) is observed, based on a meeting between basic education teachers and university professors, between teaching, school, university and community knowledge, in the context of ProfHistória (Professional Master's Degree in History Teaching). The research contributions point to three articulated but distinct directions: the teacher's role in the public debate on education, in the present time; the use of autobiographical narratives for continuing education and the construction of a public history of teachers and, finally, the importance of narrative performances and public interviews, contextualized in support networks, for the work in oral history. [ABSTRACT FROM AUTHOR]

Copyright of Revista Maracanan is the property of Revista Maracanan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents a profile of Reynaldo Sordo Cedeño, a full-time professor in the Department of General Studies. Sordo is an expert in the political and social history of Mexico in the 19th century, as well as in the philosophy of history, geography, cartography, and history teaching. He has published several works and articles on these topics and has participated in discussion programs about Mexico. Additionally, the article highlights his commitment to education and his passion for Mexico. [Extracted from the article]

The article focuses on the author's experience of creating a History unit, Global Empires, from scratch, highlighting the challenges and lessons learned in the process. Topics discussed include seeking guidance from fellow teachers, involving students in course development, and adapting teaching methods when no textbook is available.