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      History teachers’ pedagogical reasoning and the dynamics of classroom implementation in Ghana

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          Abstract

          The Ghanaian senior high-school history curriculum encourages teachers to guide students to explore, question and construct historical interpretations, rather than accept established historical narratives. This study investigates how those teachers conceive and implement the curriculum intent by exploring their pedagogical reasoning and classroom practices. The project described in this paper draws from a range of investigative instruments including in-depth interviews, classroom observations, post-lesson interviews and teachers’ planning paperwork from 15 public senior high schools in Ghana’s Central Region. This research found that teachers’ pedagogical reasoning was consistent with constructivist educational theory as well as responsive to the history curriculum, but that their stated understandings did not align with classroom practice. The findings indicate limited constructivist strategies in history lessons, as most teachers were didactic in approach and tended to teach history as a grand narrative.

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          Most cited references 50

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          Knowledge and Teaching: Foundations of the New Reform

           Lee P Shulman (1987)
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            Models of wisdom in the teaching of history

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              Educational ideologies and the teaching of history

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                Author and article information

                Journal
                herj
                herj
                History Education Research Journal
                HERJ
                UCL Press (UK )
                2631-9713
                20 October 2020
                : 17
                : 2
                : 179-194
                Affiliations
                University of Newcastle, Australia
                Author notes
                Corresponding author: Email: gideon.boadu@ 123456newcastle.edu.au
                Article
                10.14324/HERJ.17.2.04
                Copyright © 2020 Boadu, Donnelly and Sharp

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

                Page count
                Figures: 2, References: 26, Pages: 17
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                History Education Research Journal
                Volume 17, Issue 2

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