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HISTORY EDUCATION: HIGHER EDUCATION,
TEACHER PROFESSIONALISM AND HISTORY EDUCATION - THE RESEARCH AGENDA
European Conference on Educational Research
Thursday 8th September
Venue Eng 216
Time 11.00-12.30
Format
The Round Table will have three lead speakers and a contribution from the discussant. The speakers are:
Robert Guyver
Jon Nichol
Rosie Turner Bisset
Each speaker will present a short paper for c. 15 minutes.
During the next forty minutes the Round Table panel, consisting of the three speakers and HEIRNET members, will lead the discussion in response to questions.
For the last ten minutes Peter John will act as discussant / summariser.
Abstract
The Round Table will draw upon wide ranging research in different contexts that directly address the issue of the
knowledge bases and orientation of both teachers of history in schools and
HE History Educators.
Dr Robert Guyver, College of St. Mark and St. John, Plymouth, UK
Knowledge Bases and the Professional Development of Initial Teacher Trainees for the Teaching of History in Primary
Schools
Robert has carried out a longitudinal study of 18 trainees who teach history as a minor element in the primary school curriculum. The paper centres upon the impact that a professional development Intervention Strategy played in their developing pedagogical content knowledge. His paper is grounded in the
Shulman paradigm as elaborated both by Professor Neville Bennett and his Leverhulme Research project team, in particular Dr. Rosie Turner Bisset, and the findings of Mike Askew, Margaret Brown et al. at King’s College London in their research into the
Effective Teachers of Numeracy.
Professor Peter John, University of Plymouth, Plymouth,
UK
Knowledge Bases and HE History Educators: a socio-cultural
perspective
Peter has spent over a decade researching into the role and function of HE academics in the field of
education. A key question is: what is the unique contribution of HE to the professional development of teachers? Of particular concern is the epistemological basis of both the theoretical aspects of educational academia and the form and nature of the research paradigms of HE educationalists. This is central to the English government funded research that is conducting into the literature on Teacher Education and effective teaching. He will draw upon findings from the ESRC funded InterActive Education project in which teachers, researchers, and teacher educators have worked together to develop, perform, and evaluate classroom based ‘subject design initiatives’.
Professor Jon Nichol, School of Education and Life Long Learning, University of Exeter, Exeter, UK and the Faculty of Education, University of Plymouth,
UK
Cognitive ACceleration in History Education [CACHE]
Jon is researching into professional development of history teachers in the context of ideas drawn from
Cognitive Acceleration in Science Education and a theoretical background to teacher professional development. As such, his paper will draw upon models of effective teaching in the academic literature, with specific reference to Shulman, Schon and Harland and Kinder with reference to Lave & Wenger. The research site is two summer schools for 11-14 year old gifted and talented pupils who were engaged in a history education programme
intervention strategy based upon principles adapted from CASE. The paper will draw upon data from the two courses: the research methodology is that of action research involving an HEI academic as a practitioner researcher.
Dr Rosie Turner Bisset, University of Middlesex,
UK
The Knowledge Bases and Professional Development of Teachers Of 7-11 Year Olds
Rosie’s research is based upon continuing professional development courses. Her findings extend the Shulman paradigm, suggesting that we need to look more carefully at the affective, emotional element of teacher professional development. She will also draw upon related research that covers all phases of the professional development of history teachers, particularly mature entrants to the teaching profession. Her paper will pay particular attention to
the form and nature of the knowledge bases of effective teachers of
history, and the influences that help shape and form them. She will analyse the factors that mediate such knowledge bases.
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