Using Feature Film in the Teaching of History: The Practitioner Decision-Making Dynamic

Autor/in	Donnelly, Debra
Titel	Using Feature Film in the Teaching of History: The Practitioner Decision-Making Dynamic
Quelle	In: Journal of International Social Studies, 4 (2014) 1, S.17-27 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-3585
Schlagwörter	Teaching Methods; History Instruction; Films; Decision Making; Foreign Countries; Secondary School Teachers; Semi Structured Interviews; Surveys; Case Studies; Observation; Documentation; Teacher Attitudes; Environmental Influences; Barriers; Visual Literacy; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; History lessons; Geschichtsunterricht; Film; Decision-making; Entscheidungsfindung; Ausland; Survey; Umfrage; Befragung; Case study; Fallstudie; Case Study; Beobachtung; Dokumentation; Lehrerverhalten; Environmental influence; Umwelteinfluss; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Australien
Abstract	Historical feature film can engage and motivate today's visually orientated students and provide a bridge between the school and life world of a youth culture habituated to communication via numerous electronic portals. It is not surprising that international scholarship suggests that these multi-modal recreations of the past are being used as teaching resources in many history classrooms. However, the use of historical filmic narratives is not without its difficulties for the history teacher. These films are made with no obligation to adhere to evidentiary records and, the limitations of the art form and commercial imperatives, can lead to compression and manipulation of the narrative and the inclusion of fictionalized elements. History educators are faced with the dilemma how best to harness the engagement of film and test its historical representation. This paper reports on an Australian research project that explored the decision-making dynamic of history teachers in regard to the use of feature films. It found that the dynamic was governed by a complex interplay of factors in relation to teaching context, learning community perceptions and practitioner understandings and strategies, and concluded that teacher disciplinary perceptions were a major contributing factor in the decision-making process. (As Provided).
Anmerkungen	International Assembly of the National Council for the Social Studies. 8555 16th Street Suite 500, Silver Spring, MD 20910. Tel: 765-496-3029; Fax: 765-496-2210; Web site: http://www.iajiss.org/index.php/iajiss/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01