A qualitative study of history teachers’ theories of action

The paper outlines the research design and findings of a small scale pilot investigation of teacher perspectives on progression in history. The research addressed the following questions

• In what ways do history teachers models of progression manifest themselves at the level of practice?

• What dissonance exists between theories in use, espoused theories and received models of progression.

The study draws on three types of data-lesson observation, open ended interviews and planning documentation. Short sequences of consecutive lessons were videoed, the tapes were then analysed and also used as cues in the open-ended follow up interviews. The interviews were designed to uncover the implicit links which teachers secure with prior and future learning. The small scale focus is deliberate as it has so far proved productive in helping teachers to articulate, and to characterise, in their own terms, their choice and sequence of detailed subject matter and its perceived role in taking pupils forward. The history teachers involved in the study therefore act as both subjects and informants. This was important if the study was to illuminate perspectives which may have been tacit or embedded at the level of practice..