2026-09-24T06:58:59Zhttps://api.repository.cam.ac.uk/server/oai/request

oai:www.repository.cam.ac.uk:1810/3966832026-02-04T01:47:03Zcom_1810_205873com_1810_256063col_1810_219498

The Published Discourse of History Teachers 2004-2013 https://doi.org/10.17863/CAM.125961 Fordham, Michael Counsell, Christine Gardner, Philip This thesis is a study of history teacher published discourse. It draws on ten years of teacher publication in the journal Teaching History and uncovers (a) the nature of the discourse, (b) the principal themes addressed in the discourse and (c) the ways in which teachers contributing to the published discourse drew on the academic discipline of history. It argues, by means of a citation analysis, that, in the years in question, a number of sustained conversations emerged in the public discourse. In the textual analysis that builds on this, this study shows that curricular questions were those that most commonly concerned teachers writing in Teaching History. This study reveals, finally, that teachers drew on the academic discipline in this published discourse to (a) define the nature of what is taught, (b) to set gold standards for pupils and (c) to justify what takes place in the classroom as history. This analysis indicates that teachers see themselves as active participants in a form of disciplinary practice, which calls into question common assumptions about teacher knowledge and the relationship between school subject and academic discipline. University of Cambridge 2019-01-01 Thesis Doctoral Doctor of Philosophy (PhD) eng ESRC Funding (ended when employed by university) https://www.repository.cam.ac.uk/handle/1810/396683 https://www.repository.cam.ac.uk/bitstreams/accdb927-bb67-4ae4-8f1e-b43f5c2f7245/download 4c7977fa5707b13caabb258f06ab66a7 https://www.repository.cam.ac.uk/bitstreams/1b3f73a4-86a8-4378-8a3d-79f4296ce11b/download 87eda9de84448d1f82354d60eee3eb5f http://purl.org/NET/rdflicense/allrightsreserved History education Academic disciplines Teachers Teacher discourse