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Educ. Sci. 2012, 2(4), 242-253; doi:10.3390/educsci2040242

Disciplinary History and the Situation of History Teachers

Corpus Christi College, Cambridge University, Cambridge, CB2 1RH, UK
Received: 29 September 2012 / Revised: 19 November 2012 / Accepted: 26 November 2012 / Published: 5 December 2012
(This article belongs to the Special Issue History Curriculum, Geschichtsdidaktik, and the Problem of the Nation)
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Abstract

A growing consensus in the history education community supports the idea that the discipline of history provides the best opportunity for moving beyond a “nation-building” or “skills-based” approach to teaching about the past. The social and temporal characteristics of the discipline of history mean such conclusions have important implications for teachers of history who must engage with that academic discipline when designing lessons for their pupils. In order to understand the process by which such a curriculum approach might be effected, it is necessary to posit a relationship between history teachers and the discipline of history that rests upon a theoretical model in which history teachers are understood both to represent and embody the discipline of history when teaching their pupils.
Keywords: history education; teacher knowledge; sociology of knowledge history education; teacher knowledge; sociology of knowledge
This is an open access article distributed under the Creative Commons Attribution License (CC BY 3.0).

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Fordham, M. Disciplinary History and the Situation of History Teachers. Educ. Sci. 2012, 2, 242-253.

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