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International Journal of Research in Social Sciences And Humanities
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 termsfatcat:6li3x4qdpfcnvoqejzrzrlnywy