Search

The article offers guidance to history teachers for making thinking and revision routines in the Victorian Certificate of Education (VCE) history classroom to keep pace with the curriculum and to encourage active listening, idea generation and connection-making. Topics discussed include the practice of free-writing to generate ideas, the Micro Lab Protocol for evaluating and validating causes of historical events such as the Russian Revolution, and the Generate-Sort-Connect-Elaborate routine.

The article explores the role of history teachers in the future of Australian democracy. Topics discussed include crisis in history education as a discipline given the decline in enrolments and shrinking number of permanent staff in humanities departments, deterioration of democratic conventions such as freedom of the press and judicial independence, and role of history education in safeguarding and reinvigorating Australian democracy by providing a common ideal of legend or mythology.

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education 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 Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education 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.)

Ganch (fired clay ceramics with gypsum) has long been an integral part of the interior and exterior decoration for appropriate buildings to make them stand out. First of all, these are classy palaces, Buddhist traditional harem-type buildings in Western and Central Asia and other mosques, madrasas, mausoleums and minarets in some Oriental cultures associated with Islam. In particular, in the territories of Khorasan (now a part of modern Uzbekistan, was Iran, referred to as some kingdoms sort of the Bukhara emirate). The goal is to establish the origins of oynavand-o'uma, (stucco network decorations made of alumina with coloured powders and shiny pearl or mirror elements), which are genetically related to monuments in Uzbekistan and Georgia of the 5th/7th-19th centuries. The following methods were used in this study: analysis, generalisation and systematisation. The study highlighted that in the pre-Arabic period of the Iranian-speaking tribes of the Eftalites and Bukharhudates, who were simultaneously influenced by Buddhist and Greco-Byzantine cultures, the phenomenon of a local plastic canon was formed, which laid the foundation for the development of carved alabaster and plaster, which further developed without a figurative component during the Muslim era and spread to Asian lands until the time of the Turkic-Persian Qajar dynasty, reaching not only Uzbekistan and Tajikistan, but also Georgia. The study also discussed the specific features of art education in the context of preserving and developing the cultural heritage of the regions. The findings of this study can be used by specialists in the field of studying the evolution of the plastic canon of monumental and decorative art of certain Eastern countries, experts in the scientific restoration and reconstruction of oriental visions of the synthesis of painting with ganch and mirrors, as well as teachers of the history of oriental culture. [ABSTRACT FROM AUTHOR]

The present study examined the understanding of Professional Learning Communities (PLCs) among history teachers in South Africa. The research focused on a sample of 10 teachers from five schools in the UMgungundlovu District in KwaZulu-Natal. Drawing on the theoretical framework of Community of Practice (CoP) and adopting a qualitative approach, the study employed a case study design and utilised both semi-structured interviews and focus group discussions to generate data. The generated data were thematically analysed using Braun and Clarke's six septs of thematic analysis. The findings indicate that history teachers perceived PLCs as academic groups that fostered the development of historical content knowledge, new teaching approaches, and relevant assessment techniques through collaboration, engagement and the sharing of professional insights. It was also revealed that history teachers employed various strategies within PLCs, such as lesson study, workshops, seminars, and the integration of information and communication technology (ICT), to enhance the implementation of the history curriculum. The study recommends that school principals, with guidance from the Department of Education, take the lead in establishing Subject-Specific Professional Learning Communities (SSPLCs) to fully leverage the potential benefits of PLCs across all subjects in the school curriculum. Furthermore, it is suggested that some history teachers may require additional training in digital skills to effectively participate in virtual PLC activities. By contributing to the existing body of knowledge, this study advances the understanding of the best practices for using PLCs to improve school effectiveness and efficiency.

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]

Through the construction and analysis of an online conversation circle, besides the systematization of the answers given in a questionnaire by History professor-researchers, we established some of the meanings of school historical knowledge that emerged from the discursive field constructed. To do this, we used conversation as a research methodology, the considerations of biographical, autobiographical studies and post-foundational discourse theory as the theoretical-methodological lenses we built to read/make the world. We identified that different meanings of school historical knowledge coexist among History teachers. And, above all, the need to differentiate between forms of knowledge production as a feature of teacher subjectivation has become a demand of these teachers, through the diffusion of the pole of emission and ubiquity. Thus, the question of knowledge as defining, but not exclusively, the meanings of school in contemporary times is placed back at the center of the discussion. [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 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 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 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.)

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 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 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

Before the social mobilizations of October/2019 broke out, the Chilean secondary education curriculum was modified. The reform implied transformations in the subject of History. The literature argues that curricular changes impact pedagogical practices, teachers and teacher identities. This research explores the identity positioning assumed by four history teachers in the face of the curricular transformations of their subject. The results of the qualitative research show the teaching identity declared during the initial application of the curricular reform; it outlines a positioning discourse that rejects the ideological assumptions of the curricular change and reveals an identity positioning that (re)locates the most relevant dimensions of the teaching identity constructed by the teachers. In passing, it evidences the critical position in the face of a curricular reform that imposes a new order to the professional status of teachers, expressed in the weakening of the exercise of the autonomy of history teachers. [ABSTRACT FROM AUTHOR]

This article seeks to examine the current dynamism of biographical approaches that explore the history of PE teachers in France through the prism of gender. To this end, the first section examines the historiographical filiations of the history of female PE teachers, where it intersects with the history of women and gender, gender in the history of sport, and the history of education, coeducation and female teachers. The second section focuses on the theoretical and methodological shifts brought about by gender within the wider biographical transformation of the history of PE teachers. Here I will discuss the shift from a male profession to a mixed-gender profession, from the study of groups to that of individuals, and from the use of official sources to that of oral sources. This contribution will conclude by considering possible next steps for the social history of female teachers and arguing for a history from below of women in PE. [ABSTRACT FROM AUTHOR]

The Journal of the Faculty of Arts of the University of Porto has released issue 14 of the IV Series, with the theme "Education and Democracy: histories and memories of the last 50 years". The thematic dossier includes studies on the relationship between education and democracy in different political and social contexts, addressing topics such as the conquest of democracy in Portugal, debates and struggles for democracy and freedom, public education policies, pedagogical innovation, and international cooperation. The studies also explore the history of education in different periods and contexts, such as the experience of History teachers in Espírito Santo, pedagogical coordination during the military dictatorship in Bahia, the struggle for the right to education in Baixada Fluminense, among others. The objective is to rescue memory and reflect on the importance of education for democracy. [Extracted from the article]

The article focuses on honoring Professor Elena Hernández Sandoica, a prominent figure in contemporary history at the Complutense University of Madrid, as she retired in 2018. Topics include her extensive academic and professional journey, her significant contributions to historical research across various fields, and her enduring impact on generations of students through dedicated teaching and supervision of numerous research projects.

Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar 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 Educación y Humanismo is the property of Universidad Simon Bolivar 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.)

Generational experiences create unique contextualised meanings for society. This is the case with millennials in South Africa, many of whom use social media to organise their lives and engage with issues pertinent to them, such as South Africa being a rainbow nation. Some of these millennials are history teachers who, when at work, have to teach an official history which may contradict some of their social media engagements. This motivated this article of which the aim was to identify the dominant conversations when relating to the rainbow nation among a selected group of Black millennial history teachers. In this interpretative phenomenological analysis (IPA) we used a qualitative approach in which 10 participants were involved in photo elicitation, semi-structured interviews, and focus-group discussions. Data were thematically analysed. The findings reflect millennials mainly engaged with violence, coloniality, victory, unity, and identity. The findings further suggest that the discourses were both contending and overlapping. We argue that millennial history teachers in South Africa hold different views about the rainbow nation: even though they paint the notion with predominant negativity, there is evidence of underlying positivity about it. [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.)

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]

This study aimed to understand the epistemic views of history teachers on school history as specialised subject of knowledge. This study adopted the qualitative research approach and interpretivism paradigm. I purposively sampled seven professionally qualified history teachers. For data generation, I used card sorting. What emerged was an unquestionable epistemic certainty to which the teachers steadfastly returned. Broadly speaking, to them school history as the specialised subject of knowledge was about past human actions, promoting human rights, critical thinking, and understanding values. In many ways this spoke of a fixed mindset in which the ideas of what school history should be--namely, procedural historical thinking as part of an analytical approach to the subject as found in the CAPS-History document--had limited to no impact. This could be attributed to the fact that the rural teachers who participated in this study had limited opportunities to be exposed to training related to the CAPS-History curriculum. Hence, their knowledge about school history is rooted in their historical, social, political, educational, and economic reality in which historical knowledge, common or general knowledge, political knowledge, generic skills, and character education are key matters. [ABSTRACT FROM AUTHOR]

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 describes popular game titles used in history education in Poland. In the first part, games designed by the Institute of National Remembrance (IPN) are presented, along with examples of their use and feedback expressed after playing by students. The second part of the article discusses the global bestselling game Twilight Struggle along with a case study of its use with history students. The purpose of the article is to point out the possibilities of gamification of historical education and, above all, to indicate the applications of board games in the academic training of teachers who later create school reality with their work.

This research aims to analyze, evaluate, and assess history teachers in using the Balaputra Dewa Museum as a source of history learning. The research method used is qualitative with a descriptive analysis approach, which includes data condensation, data presentation, and conclusions from the results of data analysis which are strengthened through further verification. The results of this research show that the Balaputra Dewa Museum is a historical learning resource that is utilized by history teachers by inviting students to produce a learning process that makes it easier to understand history more effectively. Apart from that, students are more enthusiastic about learning because they feel less pressured and learn more freely. Through learning from the Balaputra Dewa Museum, students can enrich their knowledge, national insight, identity, and uphold a sense of nationalism. The benefits of learning history at the Balaputra Dewa Museum through historical remains have enabled students to recognize the history of their region so that the museum has become a very important learning place for the world of education.

Controversial issues are often regarded as abundant in history education. Most topics can be regarded as controversial in one way or another. The purpose of this article is to analyse the way history teachers in Swedish lower secondary schools relate controversial issues to a particular view of the nature of the subject of history. By analysing statements from six teacher interviews which centred on the risks and opportunities associated with teaching about controversial issues, the authors were able to see a clear relation between views on controversial issues and views on the nature of history as such. The teachers' reactions to the introduction of controversial issues, whether introduced by the teacher or by the students, was in many cases directly related to a specific view of the subject itself and its epistemological nature. [ABSTRACT FROM AUTHOR]

The article focuses on a teacher's innovative approach to teaching Australian history and civics by incorporating real-world politics through a mock referendum on the topic of a Voice to parliament for Indigenous Australians, connecting the curriculum to current events. It mentions the teacher outlines the lessons and activities involved, emphasizing the importance of understanding the significance of referendums and encouraging student participation in a simulated voting process.