Good Practice and Teacher Education. A Study of History in Key Stage Two of the English National Curriculum

Abstract

Studies of good classroom practice have been seen as a route by which teaching and teacher education might be improved. This view is discussed in the light of a study of two teachers indentified as skilled in history teaching who were each doing a history topic in an English junior school. It is argued that one reflected the notion of good practice which underpins the National Curriculum for England, while the other reflected a more common and more pragmatic stance. It is concluded that some priorities and possibilities for English teacher education may be identified.