Teacher Candidates and Historical Narratives: A Study in Encountering the Discipline

• In Event: Marriott Roundtable Session 44
  In Roundtable Session: Reconsidering the Teaching of Historical Narratives

Abstract

This study investigated the extent to which formal instruction in historical content and methods and discussions pertaining to the teaching of history have an impact on the ability of history teacher candidates to craft coherent and meaningful narratives. Using phenomenology to analyze the development of undergraduate history majors throughout a semester length study that culminated with the design of a museum exhibit, the research explores the relationship between college coursework and academic performance and the ability of future teachers to articulate historical narratives that reflect historical content and disciplinary concepts. The data illuminates the difficulties of most teacher candidates and contributes to our understanding of both persistent gaps and important opportunities within history teacher preparation.

Authors

• Richard Lowry Hughes, Illinois State University

• Sarah Drake Brown, Ball State University