dc.contributor.author | Nussey, Reville | |
dc.date.accessioned | 2016-12-08T05:47:21Z | |
dc.date.available | 2016-12-08T05:47:21Z | |
dc.date.issued | 2016 | |
dc.identifier.citation | Nussey, R. 2016. A History teacher educator’s reflections
after classroom observations: The need
for multi-perspectives, oral history and
historiography in a history methodology
course. Yesterday & today, 16:1-21, Dec. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126] | en_US |
dc.identifier.issn | 2223-0386 | |
dc.identifier.issn | 2309-9003 (O) | |
dc.identifier.uri | http://hdl.handle.net/10394/19652 | |
dc.description.abstract | Given current debates about South Africa’s contested past, how could teacher
educators address this issue with preservice teachers so that their historical
understanding develops and they present a multi-perspective view of history in
practice? The underlying problem this question raises is how to shift teachers’
approaches to history teaching from one that splits “fact” and interpretation in
a one-dimensional account, to a multi-perspective view which acknowledges
the interrelationship of interpretations and “facts”. This article’s purpose is
to reflect on what I learnt for my own practice as a teacher educator after I
observed eight practising teachers, who were former preservice teachers, teach
an oral history task. The results of this research led me to propose changes
to a history methodology course. I suggest firstly that preservice teachers
scrutinise claims to “the truth” in oral history accounts through the “sins” of
memory, which they use to re-examine “the truth” claims in their personal oral
history tasks. Secondly, by exploring major developments in South African
historiography, this provides a framework that shows how multi-perspectives
arise and how the “politics of interpretation” informs the different “schools”
of historiography. This process helps the preservice teachers examine the
interrelationship between some of the “big” ideas found in historiography
with the “small” ideas in their oral history tasks. It also aims to plant the seeds
of doubt about history being a fixed body of knowledge, so that the preservice
teachers might present a multi-perspective view of history once they become
practising teachers. Adapting this process to their own context could provide
a way for teacher educators in other countries to address similar issues with
preservice history teachers. | en_US |
dc.description.uri | http://dx.doi.org/10.17159/2223-0386/2016/n16a1 | |
dc.language.iso | en | en_US |
dc.publisher | The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University | en_US |
dc.subject | History teacher educator | en_US |
dc.subject | Historiography | en_US |
dc.subject | Multi-perspective past | en_US |
dc.subject | Memory | en_US |
dc.subject | Oral history | en_US |
dc.subject | Preservice History teachers | en_US |
dc.subject | History teachers | en_US |
dc.title | A History teacher educator’s reflections after classroom observations: The need for multi-perspectives, oral history and historiography in a history methodology course | en_US |
dc.type | Article | en_US |