A Study of the Teaching Methods of High School History Teachers
The purpose of this study was to investigate and characterize current practice in secondary history education and its relationship to best practices. In this phenomenological study, the author examines the pedagogy of three high school history teachers and the extent to which their current methods exhibited recent thinking on best practices in student learning. Data were obtained through questionnaires, observations, and interviews. Research posits that constructivism is the most effective approach to educating history students. However, most history teachers still use traditional, objective methods in their classrooms. Nevertheless, the three teachers in this study show that there are some history teachers who are pursuing changes in their pedagogy and aligning them with best practices to become more effective in the classroom.