Suchergebnisse

This article describes an attempt to include citizenship within history teaching. The author considers history an ideal context for citizenship education because the learning objectives of citizenship such as enquiry, participation, action and communication are all familiar to history teachers since historical enquiry, interpretations, analysis, explanation and appreciating different perspectives have long been compulsory elements in most history curricula. Here the author uses history as a platform and then moves on to higher order citizenship concepts, in particular human rights and the democratic process. The study was carried out with students' from 12 to 14 years old in two classes from different schools, one a co-educational private school with mixed achievers and one a state girls' school with low achievers. Both classes participated separately in history tasks and activities on an historical site on the island of Malta. The main objective of the follow-up citizenship lessons was to debate whether torture should ever be used in a democratic society. ; peer-reviewed

In the Maltese educational system, history teaching can be traced back to at least the 19th century when popular education was established in Malta. It was in the year 1800 that Malta became part of the British Empire and this political development imposed on Maltese students the learning of the history of the mother country. On the other hand Malta had, since the Middle Ages, a strong predisposition towards the Italian/Sicilian culture and this led to a strong Italianisation of both the language of teaching and the subjects taught. This was the background to the evolution of the history lesson in Maltese schools at least up to the beginning of the 20th century. At this time Anglicisation became evermore prominent in local education and linguistic and cultural pressure determined a reform in the history syllabus which became much more 'English' in form and tendency. All this changed once again with Malta's political independence from Great Britain in 1964 when national issues and interests became embedded in the new history syllabus. From the 1960s onwards, therefore, Maltese schools taught more the history of Malta, with British history being substituted for European and World History. ; peer-reviewed

Teacher identity, performance and effectiveness are shaped by many factors, and across Europe national systems of teacher training and professional regulation seek to define the knowledge, skills and aptitudes required for success as an educator. Teaching, however, is complex and does not easily fit a one-size fits all taxonomy of measurable behaviours or checklists of aptitudes. In England, in 2000, teachers were asked the question: What makes an effective teacher? Experienced teachers found it hard to answer with any tight specifics. they knew what they did each day in general, but much had become intuitive to them rather than consciously pondered and analysed. Indeed, the average teaching day and teacher's workload leaves little time to ponder anything. Management consultants worked with teachers, and the resulting Hay-McBer Report (2000) showed how difficult capable, reflective teachers find it to articulate what they do and why. Sometime after initial training teacher auto-pilot seems to take over, managing the complex web of interactions and tasks of the teaching day as a 'lived experience.' Despite this surprising inarticulacy governments continue to seek to define, and regulate, what it is to be a successful teacher. This report provides case studies of different national responses to the quest to define competencies and regulate professional classroom behaviours. The contribution of initial teacher training to shaping communities of practice (Lave and Wenger 1991) and the role of higher education in influencing subject identity is raised. The influence of performance management is considered. The case studies in Part I address the questions: • 'What regulatory frameworks are there for Initial Teacher Training (ITE)?' and • 'What are the routes to Qualified Teacher Status (QTS)?' In Part II we ask: • 'How do we support professional reflection and development?' and • How do we assess and monitor in initial teacher ; N/A