Commonalities and controversy in context: A study of academic historians' educational beliefs

Quinlan, Kathleen M. (1999) Commonalities and controversy in context: A study of academic historians' educational beliefs. Teaching and Teacher Education, 15 (4). pp. 447-463. ISSN 0742-051X. (doi:https://doi.org/10.1016/S0742-051X(98)00066-3) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)

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Official URL
http://dx.doi.org/10.1016/S0742-051X(98)00066-3

Abstract

The educational beliefs of eight academic historians are examined in the context of their department, the university and the history of the discipline. Similarities among the academics about goals for history education; perceptions of students; roles as teachers; and classroom patterns are discussed. Despite commonalities at one level, key differences were found among the academics' educational beliefs about the nature of the discipline; learning goals for students; teaching approaches; and their analysis of student difficulties. It is concluded that educational beliefs are linked to scholarly conceptions of the field and recapitulate major developments and scholarly differences in the discipline.

Item Type: Article
Subjects: L Education
Divisions: Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education
Depositing User: Kathleen M Quinlan
Date Deposited: 10 Feb 2017 10:36 UTC
Last Modified: 13 Feb 2017 10:08 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/60301 (The current URI for this page, for reference purposes)
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