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The Role of Historical Research in the Continuing Professional Education of Teachers in France

Published online by Cambridge University Press:  04 April 2017

Hayat El Kaaouachi
Hayat El Kaaouachi*
Affiliation:
Collège-Lycée Henri-Wallon, Aubervilliers
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Abstract

Academic research has a tremendous impact on the scientific and methodological quality of history teaching in secondary schools. Yet the bridges between higher and secondary education are not always sufficient to meet this challenge. To what extent can teachers’ continuing professional education make history teaching more consistent with the findings of historiographical research and debates?

Type
Historical Research and History Teaching in Secondary Schools
Information
Annales. Histoire, Sciences Sociales - English Edition , Volume 70 , Issue 1 , March 2015 , pp. 165 - 172
Copyright
Copyright © Les Éditions de l’EHESS 2015

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References

1. “Enseigner l’histoire-géographie et l’éducation civique. Principes généraux et conseils,” académie de Grenoble, Inspection pédagogique régionale d’histoire-géographie (2010), http://www.ac-grenoble.fr/disciplines/hg/articles.php?lng=fr&pg=707(my emphasis).

2. Evaluation of the continuing professional education policy for primary and secondary teachers (covering the period 1998–2009), report no. 2010-111, October 2010.

3. To help implement these new curricula, resources have been designed in the form of factsheets. In both disciplines the factsheets provide key information on various topics, concepts, and issues, taking into account sources relating to the history of the arts and proposing further bibliographic and online references.

4. The portal http://hgc.ac-creteil.fr/ is a dynamic example.