ABSTRACT

This mixed-methods study explored the factors secondary history teachers use to determine historical content for their classrooms and the degree of perceived control in decision-making. Through a survey (N = 260) and follow-up interviews (n = 23), we found that secondary history teachers in the United States ranked historical significance most highly in their curricular decision-making, but the extent to which teachers felt they were able to exert control over curricular decisions was influenced by required assessments and other contextual factors. Nevertheless, many teachers also prioritized student interest and relevance when choosing historical content. Interviews revealed complexity in teachers’ thinking and additional context-specific (dis)incentives (e.g., fear of controversy) regarding curricular choices. Implications for teacher education and policy are emphasized.

摘要

这项混合方法的研究探索了中学历史教师用来确定其教室的历史内容的因素以及在决策中感知控制的程度。通过调查（N = 260）和后续访谈（n= 23），我们发现美国的中学历史教师在课程决策中对历史意义的评价最高，但是教师认为自己能够对课程决策施加控制的程度受到要求的评估和其他情境的影响因素。但是，许多老师在选择历史内容时也优先考虑学生的兴趣和相关性。访谈显示，教师的思维较为复杂，还存在与课程选择有关的特定于情境的（激励）激励措施（例如，担心引起争议）。强调对教师教育和政策的影响。