Arbor, Vol 194, No 788 (2018)

¿Para qué sirve la enseñanza de la historia? Perspectivas de docentes y estudiantes británicos


https://doi.org/10.3989/arbor.2018.788n2003

Arthur Chapman
University College London, Reino Unido
orcid http://orcid.org/0000-0002-5727-0461

Katharine Burn
University of Oxford, Reino Unido
orcid http://orcid.org/0000-0001-8148-6978

Alison Kitson
University College London, Reino Unido
orcid http://orcid.org/0000-0002-7690-6226

Resumen


Se sabe relativamente poco acerca de las ideas de los maestros en formación sobre la naturaleza y el propósito de la enseñanza de la historia. Este artículo revisa la investigación sobre este tema y presenta un análisis de cómo el currículum nacional inglés ha conceptualizado los objetivos de la enseñanza de la historia desde el año 1991. Los datos derivados de una discusión en línea permiten explorar el pensamiento de 40 docentes de historia en prácticas y analizarlos cualitativamente para conocer la variedad de ideas presentes en esta muestra. Los estudiantes tuvieron una amplia gama de puntos de vista sobre los objetivos y propósitos de la enseñanza de la historia y se identificaron las divergencias y convergencias entre el pensamiento de los estudiantes y el pensamiento de los políticos ingleses y de los líderes de opinión. Se concluye que quienes desarrollan los currículos deben prestar mucha más atención que en el pasado al pensamiento de los actuales y futuros profesores de historia, que son en último término los responsables del diseño de las propuestas curriculares.

Palabras clave


Currículum de historia; objetivos y fines de la educación; preparación de los docentes de historia

Texto completo:


HTML PDF XML

Referencias


Barton, K. and Levstik, L. (2004). Teaching History for the Common Good. Mahwah, NJ: Lawrence Erlbaum Associates.

Cain, T. and Chapman, A. (2014). 'Dysfunctional dichotomies? Deflating bipolar constructions of curriculum and pedagogy through case studies from music and history'. The Curriculum Journal, 25 (1), pp. 111-129. https://doi.org/10.1080/09585176.2013.877396

Cannadine, D. (2013, March 13). The Future of History. The Times Literary Supplement. Retrieved from https://www. the-tls.co.uk/articles/public/the-future-of-history/

Cannadine, D, Keating, J. and Sheldon, N. (2011). The Right Kind of History: Teaching the Past in Twentieth Century England. Basingstoke: Palgrave Macmillan.

Cantle, T. (2001). The Cantle Report - Community Cohesion: a report of the Independent Review Team. London: The Home Office.

Chapman, A. (2009). Introduction. In Cooper, H. and Chapman, A. (eds.) Constructing History 11-19. Los Angeles, London, New Delhi, Singapore and Washington: Sage.

Chapman, A. (2015). University History Education and History Teacher Training in the United Kingdom. In Erdmann, E. and Hasberg, W. (eds.) History Teacher Education: Global interrelations Schwalbach: Wochenschau Verlag, pp. 13-28.

Collins, M. (2011). Historiography from below: how undergraduates remember learning history at school. Teaching History, 142, pp. 34-39.

Conway, D. (2005) Why History Remains the Best Form of Citizenship Education. Civitas Review 2 (2), pp. 1-10.

Counsell, C. (2000). Historical Knowledge and Historical Skills: a distracting dichotomy. In Arthur, J. and Phillips, R. (eds.) Issues in History Teaching. London: Routledge, pp. 54-71.

Department for Education (DfE). (1995). History in the National Curriculum: England. London: HMSO.

Department for Education (DfE). (2013). History programmes of study: key stage 3 National curriculum in England. Retrieved from: https://www.gov.uk/ government/publications/national-curriculum-in-england-history-programmes-of-study

Department for Education and Employment (DfEE) and Qualifications and Curriculum Authority (QCA). (1999). History: The National Curriculum for England. London: DfEE / QCA.

Department of Education and Science (DES). (1991). History in the National Curriculum. London: HMSO.

Evans, R. (1994). Educational ideologies and the learning of history. In Leinhardt, G., Beck, I. and Stainton, C. (eds.) Teaching and Learning in History. New Jersey: LEA Publishers, pp. 171-207.

Evans, R. J. (2011). The Wonderfulness of Us (the Tory Interpretation of History). London Review of Books, 3 (6), pp. 9-11.

Field, F. (2009, August 31). Frank Field MP: All young people deserve a collective memory of the highs and lows, dangers, failures as well as the triumphs of Britain. Retrieved from: http:// www.conservativehome.com/platform/2009/08/frank-field-mp.html

Gove, M. (2010). All pupils will learn our island story. Conservative Party Speeches, 2010, October 5. Retrieved from: https://conservative-speeches.sayit. mysociety.org/speech/601441

Gradwell, J. (2010). Using Sources to Teach History for the Common Good: A Case of One Teacher's Purpose. The Journal of Social Studies Research, 34 (1), pp. 59-76.

Grever, M. and Stuurman, S. (eds.) (2007). Beyond the Canon: History for the Twenty-First Century. Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9780230599246

Hastings, M. (2005, December 27). This is the country of Drake and Pepys, not Shaka Zulu. The Guardian. Retrieved from: http://www.guardian.co.uk/politics/2005/dec/27/schools.education

Hicks, D. (2005). Continuity and constraint: case studies of becoming a teacher of history in England and the United States. International Journal of Social Education, 20 (1), pp. 18-40.

Husbands, C., Kitson, A. and Pendry, A. (2003). Understanding History Teaching: teaching and learning about the past in secondary schools. Maidenhead: Open University Press.

Lee, P. (2005). Putting principles into practice: understanding history. In Donovan, M. S. and Bransford, J. D. (eds.) How Students Learn: History in the Classroom. Washington DC: National Academies Press.

Mandler, P. (2013). History, National Life and the New Curriculum. Retrieved from: http://www.schoolshistoryproject.org.uk/ResourceBase/downloads/ MandlerKeynote2013.pdf

Matthews, D. (2009). The strange death of history teaching (fully explained in seven easy to follow lessons). Cardiff: Derek Matthews.

McCrum, E. (2010). Teaching History in Postmodern Times: Teachers' Thinking about the Nature and Purposes of their Subject. [Unpublished EdD thesis]. University of Sussex: Sussex.

Megill, A. (2007). Historical Knowledge / Historical Error: A contemporary guide to practice. Chicago: University of Chicago Press.

Nakou, I. and Barca, I. (eds.) (2010). Contemporary Public Debates Over History Education. Charlotte, North Carolina: Information Age Publishing, Inc.

Osler, A. (2009). Patriotism, multiculturalism and belonging: political discourse and the teaching of history. Educational Review, 61 (1), pp. 85-100. https://doi.org/10.1080/00131910802684813

Qualifications and Curriculum Authority (QCA) (2007) History Programme of Study Key Stage 3. Retrieved from: http://webarchive.nationalarchives. gov.uk/20130802151252/https://www. education.gov.uk/schools/teachingandlearning/curriculum/secondary/ b00199545/history

Rüsen, J. (2005). History: Narration, Interpretation, Orientation. New York and Oxford: Berghahn Books. https://doi.org/10.2307/j.ctt1x76fc2

Sandbrook, D. (2009, September 14). Once upon a time there was a subject called history . . . A profound and pitiful ignorance of our national past is the shameful legacy of so-called progressive educationalists, says Dominic Sandbrook. The Telegraph. Retrieved from: http:// www.telegraph.co.uk/education/secondaryeducation/6190569/Once-upon-a-time-there-was-a-subject-called-history-.-.-..html

Schama, S. (2010, November 9). Simon Schama: my vision for history in schools. The Guardian. Retrieved from: http:// www.guardian.co.uk/education/2010/ nov/09/future-history-schools

Smith, A. (2011). Big Society? Better History? or Same Old Nonsense? Drawing the Battle Lines for the Future of School History. Forum, 53 (1), pp. 129-143. https://doi.org/10.2304/forum.2011.53.1.129

Strauss, A. and Corbin, J. (1998). Basics of Qualitative Research: Techniques and Processes for Developing Grounded Theory. Thousand Oaks, London and New Delhi: Sage Publications.

Straw, J. (2007, May). Identity and Democracy: The Way We Are. The World Today, pp. 14-16.

Taylor, T. and Guyver, R. (eds.) (2011). History Wars and the Classroom: Global Perspectives. Charlotte, North Carolina: Information Age Publishing, Inc.

Tosh, J. (2008). Why History matters. Houndmills: Palgrave Macmillan. https://doi.org/10.1007/978-1-137-09412-4

Tosh, J. (2008, November 20). Why History matters. History & Policy. Retrieved from: http://www.historyandpolicy.org/policy-papers/papers/why-history-matters

Von Borries, B. (2000). Methods and aims of teaching history in Europe: a report on youth and history. In Stearns, P., Seixas, P. and Wineburg, S. (eds.), Knowing, Teaching and Learning History. New York: New York University Press, pp. 246-261.

Wilson, S. and Wineburg, S. (1988). Peering at History through Different Lenses: The Role of Disciplinary Perspectives in Teaching History. Teachers College Record, 89 (4), pp. 525-539.

Wineburg, S. (2001). Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Philadelphia: Temple University Press.

Wineburg, S. (2007). Unnatural and essential: the nature of historical thinking. Teaching History, 129, pp. 6 -11.

<b>Web resources</b>

Hansard (2009). Ten Minute Rule Bill debate, 4th March 2009: The Teaching of British History in Schools. Retrieved from: http://www.publications.parliament.uk/pa/cm200809/cmhansrd/ cm090304/debtext/90304-0003. htm#09030461000142

History Matters – pass it on. Retrieved from: http://www.thetalkingwalls. co.uk/PDF/HistoryMattersNT.pdf

Revised Ethical Guidelines for Educational Research. British Educational Research Association (BERA), 2011. Retrieved from: https://www.bera.ac.uk/ researchers-resources/publications/ ethical-guidelines-for-educational-research-2011

Subject Benchmark Statement: History. Quality Assurance Agency (QAA), 2014. Retrieved from: http://www. qaa.ac.uk/docs/qaa/subject-benchmark-statements/sbs-history-14. pdf?sfvrsn=269ff781_10

The Big Debate on The Teaching of History. Retrieved from: https://www.tes.co.uk/ teaching-resource/teachers-tv-teaching-history-6048898

Why history matters: Roundtable. 2009, June 17. Retrieved from: http://www. history.org.uk/news/news_322.html




Copyright (c) 2018 Consejo Superior de Investigaciones Científicas (CSIC)

Licencia de Creative Commons
Esta obra está bajo una licencia de Creative Commons Reconocimiento 4.0 Internacional.


Contacte con la revista arbor@csic.es

Soporte técnico soporte.tecnico.revistas@csic.es