An Examination of Factors That Influence Secondary History Teachers' Instructional Choices

• In Event: 61.064 - Teacher Education and Pedagogical Content Knowledge in Teaching History

Abstract

This mixed-methods study explored how secondary history teachers in different state contexts choose historical content for their classrooms. Through a survey (n = 260) and follow-up interviews (n = 23), we found that history teachers ranked historical significance and the potential of a topic for comparison most highly in their curricular decision making, but the extent teachers felt they were able to exert control over instructional decisions was influenced by required assessments and other contextual factors. Nevertheless, many teachers prioritized student interest and relevance when choosing historical content. Interviews revealed complexity in teacher thinking and revealed additional context-specific motivations (e.g., political) for instructional choices. Implications for teacher education and curriculum development are emphasized.

Authors

• Brian Girard, The College of New Jersey

• Lauren McArthur Harris, Arizona State University

• Linda K. Mayger, The College of New Jersey

• Taylor M. Kessner, Arizona State University

• Stephanie F. Reid, Mary Lou Fulton Teachers College Arizona State University