INFLUENCE OF PRIMARY SCHOOL TEACHERS' KNOWLEDGE AND UNDERSTANDING OF HISTORY ON CURRICULUM PLANNING AND IMPLEMENTATION release_6li3x4qdpfcnvoqejzrzrlnywy

Abstract

The article reviews different views of school history and questions the extent to which official policy is implemented in schools and classrooms. It suggests that the origins of many of the beliefs which primary teachers hold in relation to history are located within their own experiences of learning history and their family backgrounds and interests. Ways in which these beliefs about history impact on teachers' curriculum decision making are explored through individual case studies. In terms of classroom practice, the article explores the relationship between teachers' historical knowledge and understanding and their pedagogical beliefs about children's learning. In the discussion, the important mediating influence of teachers in implementing policy is acknowledged and issues for further consideration are raised.
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