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 |
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| Language: | English |
| Authors: | Boadu, Gideon (ORCID |
| 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 |
| 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. |
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| ISSN: | 2631-9713 |
