Η διδασκαλία της ιστορίας από πηγές και η διαμόρφωση ιστορικής συνείδησης στη δευτεροβάθμια εκπαίδευση: μύθος ή πραγματικότητα ;

Abstract

The purpose of this study is to illuminate the teaching of history using historical sources, mainly in terms of its contribution in shaping historical consciousness of students and fostering historical reasoning.As for the type of research, it was considered as more appropriate the qualitative research, which a) aims at a holistic picture of the phenomenon under study in its natural environment, b) illuminates the view of subjects and c) develops conceptual categories or confirms existing theories (research conducted in acad. year 2007-2008 and focused on systematic observation of seven history teachers who teach history at theoretical direction in third grade of Lyceums of Athens Metropolitan Area). The participants were seven history teachers, as they are those who give form to the institutional framework and transform a variety of ways according to their perceptions, beliefs, personal theories etc., defining their teaching options.The survey showed that, although curricula restrictions drastically limit teachers’ choices, there are different ways of teaching history and of developing historical consciousness. The study of 7 cases showed that teaching with historical sources is a methodological tool for the development of historical thought and consciousness, when teachers are aware of their epistemological conceptions about history and of the purpose for which they teach history. The competency of teachers for pedagogical representation of historical knowledge (pedagogical content knowledge) does not seem to be a key factor in strengthening the historical reasoning and shaping historical consciousness in students. Instead, this competency seems to be in line with other aspects of the teaching profile of teachers: the academic knowledge of the subject, the adequacy of their epistemological conceptions about history, their cultural knowledge, and the consistency or inconsistency of their perceptions and teaching practices