Re-negotiation of teachers’ conceptions as a means of professional development in history teaching

Re-negotiation of teachers’ conceptions as a means of professional development in history teaching

Maria Mamoura, PHD, Adjunct Assistant Professor, National and Kapodistrian University of Athens, Department of Philosophy, Pedagogy and Psychology

Abstract

This paper discusses history teachers‟ perceptions of history as academic and teaching object, and the importance of these perceptions in selecting teaching practices, decisions and generally manners in dealing with their subject. The displacements of the conceptualization of history as academic and teaching object from modern to post-modern example today illuminate even more the importance of these teachers‟ perceptions. Do teachers know these displacements, so as to have some new benchmarks to negotiate their initial perceptions? This is the main argument of this paper: history teachers renew their teaching practices and are developed professionally, not when they are simply trained on new historiographical and didactic trends and shifts, but when they re-negotiate their initial perceptions in relation to the relevant trends and shifts, in order to transform them fully or partially.

Key words: teachers‟ professional development, history teaching, teachers‟ conceptions, negotiation, transformation

 

Full Text in. pdf format (in greek only)