PRATIQUES DÉCLARÉES D'ENSEIGNANTS D'HISTOIRE AU SECONDAIRE EN LIEN AVEC LEURS USAGES DES RESSOURCES DIDACTIQUES ET L'EXERCICE DE LA MÉTHODE HISTORIQUE/DECLARED PRACTICES OF HIGH SCHOOL HISTORY TEACHERS' USE OF EDUCATIONAL RESOURCES AND THE FOSTERING OF THE HISTORICAL METHOD

This paper provides a descriptive analysis of the declared practices of history teachers in high school related to their use of educational resources and the fostering of the historical method. Further analysis of a survey about the function of educational resources as declared by 81 Quebec teachers...

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Bibliographic Details
Published in:McGill journal of education 2015-04, Vol.50 (2/3), p.225
Main Author: Boutonnet, Vincent
Format: Article
Language:eng ; fre
Subjects:
Educational Resources
Habitus
High Schools
History Instruction
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Summary:This paper provides a descriptive analysis of the declared practices of history teachers in high school related to their use of educational resources and the fostering of the historical method. Further analysis of a survey about the function of educational resources as declared by 81 Quebec teachers is proposed. This survey allows for the identification of different types of usage according to the responses given: intensive, extensive, and critical. The extensive type is predominant and relies on a diverse and partial use of educational resources. However, the use of the historical method, of interpretation, and of criticism as educational functions is rather weak. The extensive use of resources is more for the purpose of illustrating and explaining historical facts via the teacher's own structuring of historical knowledge. These functions do not seem to vary according to teachers' years of experience.
ISSN:1916-0666