mirage

Developments in History teaching at secondary school level in Swaziland: lessons from classroom research.

Boloka/Manakin Repository

Show simple item record

dc.contributor.author Mazibuko, Edmund Z
dc.date.accessioned 2012-02-17T09:42:49Z
dc.date.available 2012-02-17T09:42:49Z
dc.date.issued 2008
dc.identifier.citation Mazibuko, E.Z. 2008. Developments in History teaching at secondary school level in Swaziland: lessons from classroom research. Yesterday & today, 2:137-156, May. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126] en_US
dc.identifier.issn 2223-0386
dc.identifier.uri http://hdl.handle.net/10394/5571
dc.description.abstract History is a complex subject and teaching history is even much more complex than people think. It is more propositional than procedural in nature and involves adductive reasoning, where historical evidence and facts are reconstructed through speculation, imagination and empathy (Nichol, 1984; Booth, 1983). The effective teaching of history is more than the transmission of knowledge, but rather it is a process where students and teachers interact in the classroom as they share ideas, reflect and engage in reasoning. It is through this interaction that thinking and understanding will occur. This paper is a reflection on the developments in the teaching of history at secondary and high school level in Swaziland. The paper is based on research on a new history curriculum introduced in Swaziland in January 2006. In particular, the paper will highlight the research on the implementation of the new history syllabus. The paper will highlight the major challenges facing history teaching in the context of the new curriculum. Implications for the preparation of history teachers in Swaziland will be identified. en_US
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.title Developments in History teaching at secondary school level in Swaziland: lessons from classroom research. en_US
dc.type Article en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search the NWU Repository


Advanced Search

Browse

My Account

Statistics