Erfarna lärares historiedidaktiska insikter och undervisningsstrategier
By: Thomas Nygren
Series: Historiska Studier: Skrifter från Umea Universitet -- nr. 2; Historiska studier -- nr. 2.
Publisher: Umeå universitet, Institutionen för idé- och samhällsstudier
Published: 2009
Place of publication: Umea
Language: swe
Number of pages: 119
ISBN-13: 9789172647190
Subjects: History; Study and teaching; History teachers; Training of
Other titles: Experienced teachers insights and strategies in history teaching
Description: The aim of this study has been to investigate, through the narratives of experienced 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 conceiva
Notes: Includes bibliographical references (p. 107-117)

Summary in English.