Typologie des usages des ressources didactiques par des enseignants d'histoire au secondaire du Quebec

This case study presents an analysis of teaching practices observed in high school history classes. The objective is to describe the teaching materials used in the classroom, but also the procedures and the epistemic stances that promote or hinder the exercise of the historical method. We suggest a...

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Bibliographic Details
Published in:Canadian journal of education 2015-07, Vol.38 (1)
Main Author: Boutonnet, Vincent
Format: Article
Language:English
Subjects:
Analysis
Case studies
High schools
History education
Study and teaching
Teaching methods
Online Access:Get full text
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Summary:This case study presents an analysis of teaching practices observed in high school history classes. The objective is to describe the teaching materials used in the classroom, but also the procedures and the epistemic stances that promote or hinder the exercise of the historical method. We suggest a typology that distinguishes the different types of uses observed in the classroom and explained by teachers during interviews. These teaching practices are mainly teacher centered despite curricular objectives encouraging independent exercise of the historical method. In addition, the textbook doesn't seem to have a structuring effect on their practices, this being rather a consequence of using a workbook or the importance of the lecture that really structure the historical content for students.
ISSN:0380-2361
1918-5979