TEACHING AND LEARNING AT YEAR 12: Differences in teachers' conceptions of history

Year: 1990

Author: Patrick, Kate

Type of paper: Abstract refereed

The main focus of my research is the effect of the teacher on what students learn. I am looking here at the teacher's contribution to shaping the content of the student's learning - what the student learns, rather than how, or whether, she or he learns. In particular, I am interested in what notion of history, as a study, teachers express, how it frames their teaching in the classroom, and how far it is communicated to their students.