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      History teaching as a designed meaning-making process: Teacher facilitation of student–subject relationships

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          Abstract

          This article is an empirical analysis of history teaching as a communicative process. Dialogic history teaching develops as a designed meaning-making process that depends on thorough pedagogical strategies and decisions, and requires cohesion in teacher expectations, introductions and interventions. A micro-dialogic study is presented in this article to document a paradoxical teaching situation where history as subject-related content all but disappeared from a group of students' meaning-making processes because they were preoccupied with figuring out their teacher's intentions. History teaching thus turned into 'just teaching' without the teacher or the students being aware of it. A strong emphasis on history teaching as a communicative process and dialogue as a key pedagogical tool have potential with regard to pedagogical decision-making and strategies on the one hand, and for relationships between students and history as subject-related content on the other. The analysis presented in this article contributes to a growing field of studies on dialogic history teaching, of which the focus on students as an important part of classroom dialogues is central.

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          Journal
          75011015
          History Education Research Journal
          UCL IOE Press
          1472-9474
          1472-9466
          01 April 2020
          : 17
          : 1
          : 36-50
          Article
          1472-9474(20200401)17:1L.36;1- s4.phd /ioep/herj/2020/00000017/00000001/art00004
          10.18546/HERJ.17.1.04
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          History Education Research Journal
          Volume 17, Issue 1

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