Realising and extending Stenhouse's vision of teacher research: the case of English history teachers
Abstract
Stenhouse's original vision of teacher research incorporated a strong emphasis on curriculum construction, interpretation and evaluation. This curricular emphasis is less prevalent in the present in the dominant ‘professional development’ and ‘what works’ traditions of teacher research. It is shown here, however, that this curricular focus has been maintained in the published discourse of history teachers in England. Using a citation analysis to illuminate the growth of professional knowledge, this paper shows how curricular issues drove history‐teacher published discourse between 2004 and 2013, and how this discourse drew upon a highly subject‐specific knowledge base in this period. Research by teachers in a tradition of ‘curriculum theorising’, it is argued here, could prove to be a powerful component in establishing a more systematic knowledge base for the profession.
Number of times cited: 4
- James Edward Carroll, From divergent evolution to witting cross-fertilisation: the need for more awareness of potential inter-discursive communication regarding students' extended historical writing, The Curriculum Journal, 28, 4, (504), (2017).
- Michael Fordham, Tradition, Authority and Disciplinary Practice in History Education, Educational Philosophy and Theory, 49, 6, (631), (2017).
- Marta Kowalczuk-Walędziak, Amélia Lopes, Isabel Menezes and Nuna Tormenta, Teachers pursuing a doctoral degree: motivations and perceived impact, Educational Research, 59, 3, (335), (2017).
- James Edward Carroll, Exploring historical ‘frameworks’ as a curriculum goal: a case study examining students’ notions of historical significance when using millennia-wide time scales, The Curriculum Journal, 27, 4, (454), (2016).
