“There’s no way we can teach all of this”: Factors that influence secondary history teachers’ content choices
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Brian Girard [1] ; Lauren McArthur Harris [2] ; Linda Kay Mayger [1] ; Taylor M. Kessner [2] ; Stephanie Reid [3]
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[1] College of New Jersey
College of New Jersey
Township of Ewing, Estados Unidos
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[2] Arizona State University
Arizona State University
Estados Unidos
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[3] University of Montana
University of Montana
Estados Unidos
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- Localización: Theory and research in social education, ISSN 0093-3104, Vol. 49, Vol. 2, 2021, págs. 227-261
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This mixed-methods study explored the factors secondary history teachers use to determine historical content for their classrooms and the degree of perceived control in decision-making. Through a survey (N = 260) and follow-up interviews (n = 23), we found that secondary history teachers in the United States ranked historical significance most highly in their curricular decision-making, but the extent to which teachers felt they were able to exert control over curricular decisions was influenced by required assessments and other contextual factors. Nevertheless, many teachers also prioritized student interest and relevance when choosing historical content. Interviews revealed complexity in teachers’ thinking and additional context-specific (dis)incentives (e.g., fear of controversy) regarding curricular choices. Implications for teacher education and policy are emphasized.
