‘The focus of this book is on the secondary school history curriculum in Chile from colonial times to the present. By way of background, attention is paid to the development of the history curriculum in the three countries which have most influenced educational developments in Chile, namely, England, the United States of America and Spain. The academic literature on the history curriculum throughout the English-speaking and Latin-speaking world, especially on the purposes attached to history as a school subject and the variety of pedagogical approaches prescribed is also considered. The results of a project that addressed the following interrelated research questions are then outlined: • What is the historical background to the current secondary school history curriculum in Chile? • What are the current developments of the secondary school history curriculum in Chile? • What are the issues of concern for secondary school history teachers in Chile? At various times the teaching of the subject ranged from being in the ‘great tradition’ approach, emphasizing teacher-centred activities and repetition of content knowledge, to being in the ‘new history’ tradition, emphasizing the promotion of active learning, student-centred activities and the encouragement of the historical method of enquiry. The analysis also details current issues of concern for teachers regarding the implementation of the current curriculum framework for secondary school history. The book concludes with a consideration of implications for practice in areas pertaining to curriculum development, teaching and learning, management and administration, teacher preparation, and professional development practices in Chile. ‘
Зміст
The Issues; Introduction; Context; Overview of the Literature; The Research Plan and Methodology; Conclusion; Context; Introduction; History Teaching in England and Wales; History Teaching in the United States of America; History Teaching in Spain; Conclusion; Literature Review; Introduction; Literature on the Objectives of Teaching History; Literature on the Content of Teaching History; Literature on the Pedagogy of Teaching History; Literature on Assessment in the Teaching of History; Conclusion; Research Methodology; Introduction; Theoretical Framework; An Overview of the Data Collection and Analysis Methods; Adapting the Theoretical Framework for the Three Research Questions; Overview on the Quality of the Data; Ethical Considerations; Conclusion; Historical Background to the Teaching of History n Secondary Schools in Chile; Introduction; Colonial Times and the Teaching of History as a School Subject; The Nineteenth Century and the Teaching of History as a School Subject; The Teaching of History as a School Subject During the First Half of the Twentieth Century; The Teaching of History as a School Subject in the Second Half of the Twentieth Century; Conclusion; Current Developments of the Secondary School History Curriculum in Chile; Introduction; Main Features of the Current System of Education for Secondary Schools; The Curriculum Reform of 1996 and the History Curriculum; The Curriculum Modifications of 2009 and the History; Curriculum; Conclusion; Issues of Concern for Secondary School History Teachers; Introduction; Participants’ Issues on the Origins of the Curriculum Modifications; Perspectives of Participants on Roles of Key Stakeholders; Participants’ Issues Related to the Component Parts of the Modified Curriculum; Conclusion; Summary, Discussion and Conclusion; Introduction; Summary of the Study; The Matter of Transferability; Implications of the Research; Implications for Further Research; Conclusion; References; Index.
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