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History Teachers' Pedagogical Reasoning and the Dynamics of Classroom Implementation in Ghana

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Title: History Teachers' Pedagogical Reasoning and the Dynamics of Classroom Implementation in Ghana
Language: English
Authors: Boadu, Gideon (ORCID 0000-0003-3212-1096), Donnelly, Debra (ORCID 0000-0002-3100-3648), Sharp, Heather (ORCID 0000-0001-8487-6605)
Source: History Education Research Journal. 2020 17(2):179-194.
Availability: UCL Press. University College London, Gower Street, London WC1E 6BT; e-mail: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/history-education-research-journal
Peer Reviewed: Y
Page Count: 17
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, High School Teachers, History Instruction, Historical Interpretation, Curriculum Implementation, Educational Practices, Constructivism (Learning), Lesson Plans, Theory Practice Relationship
Geographic Terms: Ghana
ISSN: 2631-9713
Abstract: The Ghanaian senior high-school history curriculum encourages teachers to guide students to explore, question and construct historical interpretations, rather than accept established historical narratives. This study investigates how those teachers conceive and implement the curriculum intent by exploring their pedagogical reasoning and classroom practices. The project described in this paper draws from a range of investigative instruments including in-depth interviews, classroom observations, post-lesson interviews and teachers' planning paperwork from 15 public senior high schools in Ghana's Central Region. This research found that teachers' pedagogical reasoning was consistent with constructivist educational theory as well as responsive to the history curriculum, but that their stated understandings did not align with classroom practice. The findings indicate limited constructivist strategies in history lessons, as most teachers were didactic in approach and tended to teach history as a grand narrative.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1338955
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1338955
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  Data: History Teachers' Pedagogical Reasoning and the Dynamics of Classroom Implementation in Ghana
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Boadu%2C+Gideon%22">Boadu, Gideon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3212-1096">0000-0003-3212-1096</externalLink>)<br /><searchLink fieldCode="AR" term="%22Donnelly%2C+Debra%22">Donnelly, Debra</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3100-3648">0000-0002-3100-3648</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sharp%2C+Heather%22">Sharp, Heather</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8487-6605">0000-0001-8487-6605</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22History+Education+Research+Journal%22"><i>History Education Research Journal</i></searchLink>. 2020 17(2):179-194.
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  Data: UCL Press. University College London, Gower Street, London WC1E 6BT; e-mail: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/history-education-research-journal
– Name: PeerReviewed
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  Data: Y
– Name: Pages
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  Data: 17
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  Label: Publication Date
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  Data: 2020
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22History+Instruction%22">History Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Historical+Interpretation%22">Historical Interpretation</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Implementation%22">Curriculum Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Learning%29%22">Constructivism (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink>
– Name: ISSN
  Label: ISSN
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  Data: 2631-9713
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The Ghanaian senior high-school history curriculum encourages teachers to guide students to explore, question and construct historical interpretations, rather than accept established historical narratives. This study investigates how those teachers conceive and implement the curriculum intent by exploring their pedagogical reasoning and classroom practices. The project described in this paper draws from a range of investigative instruments including in-depth interviews, classroom observations, post-lesson interviews and teachers' planning paperwork from 15 public senior high schools in Ghana's Central Region. This research found that teachers' pedagogical reasoning was consistent with constructivist educational theory as well as responsive to the history curriculum, but that their stated understandings did not align with classroom practice. The findings indicate limited constructivist strategies in history lessons, as most teachers were didactic in approach and tended to teach history as a grand narrative.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1338955
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1338955
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 179
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: History Instruction
        Type: general
      – SubjectFull: Historical Interpretation
        Type: general
      – SubjectFull: Curriculum Implementation
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Constructivism (Learning)
        Type: general
      – SubjectFull: Lesson Plans
        Type: general
      – SubjectFull: Theory Practice Relationship
        Type: general
      – SubjectFull: Ghana
        Type: general
    Titles:
      – TitleFull: History Teachers' Pedagogical Reasoning and the Dynamics of Classroom Implementation in Ghana
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            NameFull: Boadu, Gideon
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            NameFull: Donnelly, Debra
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            NameFull: Sharp, Heather
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              M: 01
              Type: published
              Y: 2020
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              Value: 2631-9713
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              Value: 17
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