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  • 1.
    Berg, Mikael
    Dalarna University, School of Humanities and Media Studies, History. Karlstad universitet.
    Historielärares historier: Ämnesbiografi och ämnesförståelse hos gymnasielärare i historia2010Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The overall aim of this study is to analyse history teachers’ understanding of the school subject history. The aim have also been to uncover what factors the history teachers say have affected their understanding of the school subject. Based on survey and interview methods, the question that this study deals with is: in the light of which general understanding of the school subject history, do the teachers make didactic choices on a daily basis?

    The first theme is biographical. The teachers’ life-history is taken into consideration and several factors in the teachers’ background and the school environment have been identified. It also seems as if the teachers’ understanding of the school subject goes from an elementary and searching approach to one that is more complex and convinced.

    The second theme is a more structural approach. The results shows three major orientations among the teachers’ general understanding namely, educational (bildung) orientation, critical orientation and identity orientation. Even though a main orientation can be seen among the teachers, an important result is also that the orientation is overall complex.

    At the most general level some patterns can be seen. First the connection between the teachers’ biography and their general understanding of the school subject. In the understanding of the school subject, it is also notable that teachers relate in different ways to history as science, history as identity and history from an ideological viewpoint. It is also possible to note some signs of change in the school subject history that follows a lager historiographical context.

  • 2.
    Berg, Mikael
    Dalarna University, School of Humanities and Media Studies, History.
    Historielärares historier: Ämnesbiografi och ämnesförståelse hos gymnasielärare i historia2012In: Forskning av och för lärare: 14 ämnesdidaktiska studier i historia och samhällskunskap / [ed] Hans Lödén, Karlstad: Karlstad University Press, 2012, 1, p. 33-50Chapter in book (Other academic)
  • 3.
    Berg, Mikael
    Dalarna University, School of Humanities and Media Studies, History. Västerbergslagens utbildningsförbund.
    Historielärares ämnesbiografier2016In: Kulturell reproduktion i skola och nation: En vänbok till Lars Petterson / [ed] Urban Claesson och Dick Åhman, Möklinta: Gidlunds förlag, 2016Chapter in book (Other academic)
  • 4.
    Berg, Mikael
    Dalarna University, School of Humanities and Media Studies, History. Karlstad universitet.
    Historielärares ämnesförståelse: Centrala begrepp i historielärares förståelse av skolämnet historia2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis focuses on four different aspects of history teachers’ comprehensiveunderstanding of the school subject history. More specifically, the aim is tostudy the comprehension of the subject as perceived by individual historyteachers. Special emphasis is placed on identifying the concepts of the field ofhistory that are central to the teachers’ understanding of the school subject history.The first aspect studied is the teachers’ biographical changes. In a life historyperspective it seems as if the teachers’ subject conception changes from anunproblematic and tentative approach to a more complex and confident understandingof the subject. The second aspect treated is the rationale behind theirgrasp of the purpose and content of the subject. Three major positions areidentified, namely educational (bildung) orientation, critical orientation, andidentity orientation.The third aspect studied is the teachers’ interpretation of a curriculumnew to them. The teachers placed the curriculum in the field of tension betweenan education policy position, emphasizing more precise knowledge, onthe one hand, and a history science position, emphasizing concepts of historicalconsciousness. The fourth aspect studied is five different conceptual tools displayedin the teachers’ remarks on having completed the teaching of a newcourse. These are termed ‘history as narrative’, ‘history as time-space’, ‘historyas explanation’, ‘history as perspective taking’, and ‘history as skills’At the general level the study shows not only that subject conception is ofimportance to the teachers’ understanding of their obligation as teachers of historybut also how it is formed and constantly transformed by many differentfactors. In this process it is clear that the concepts used by the teachers, althoughvariously defined, can be seen as specific to the school subject historyand essential to the construction of history as a school subject.

  • 5.
    Berg, Mikael
    et al.
    Dalarna University, School of Humanities and Media Studies, History. Västerbergslagens utbildningsförbund.
    Stolare, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik..
    Samuelsson, Johan
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik..
    Schüllerqvist, Bengt
    Is a scientific basis for subject specific teaching possible?: The example of history education2015In: Education: Opole University Annual, ISSN 2450-7121, Vol. 1, p. 135-151Article in journal (Refereed)
  • 6.
    Irisdotter Aldenmyr, Sara
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Berg, Mikael
    Dalarna University, School of Humanities and Media Studies, History. Västerbergslagens utbildningsförbund.
    Konstruktioner av samhällsorienterade ämnen i historiedidaktisk belysning2016In: SO-undervisning på mellanstadiet: Forskning och praktik, Malmö: Gleerups Utbildning AB, 2016, 1, p. 31-51Chapter in book (Other academic)
  • 7.
    Mikael, Berg
    et al.
    Dalarna University, School of Humanities and Media Studies, History. Västerbergslagens utbildningsförbund.
    Norgren, Sofia
    Stolare, Martin
    Studieresa till Auschwitz: Elevers perspektivtagande i arbetet med förintelsen2018In: SO-didaktik, ISSN 2002-4525, no 5, p. 8-19Article in journal (Other academic)
    Abstract [sv]

    Inom historiedidaktiken är begreppet perspektivtagande centralt för förståelsen av ett historiskt fenomen. I den här artikeln tas utgångspunkt i en studieresa till Auschwitz för att undersöka med vilka kunskaper elever försöker skapa förståelse. Resultatet visar att eleverna anänder sig av olika emotioner och ämneskunskaper i sin strävan att tolka sin intryck från studiebesöket. 

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