Teacher Conceptions of History

Abstract

Abstract The central purpose of this exploratory investigation is to describe and analyze teacher conceptions of the meaning of history. The study also explores factors which may shape teacher conceptions of the meaning of history. Data collection included survey and interviews. Data were analyzed using content analysis of fieldnotes, frequency analysis and crosstabulation of survey questionnaires. Patterns and themes which emerged were then developed into composite teacher typologies. Teacher typologies included five conceptions of history: the storyteller, the scientific historian, the relativist/reformer, the cosmic philosopher, and the eclectic. Teacher conceptions of history seem related to teacher ideology and to pedagogical orientation.