History teaching as a designed meaning-making process: Teacher facilitation of student–subject relationships
This article is an empirical analysis of history teaching as a communicative process. Dialogic history teaching develops as a designed meaning-making process that depends on thorough pedagogical strategies and decisions, and requires cohesion in teacher expectations, introductions and interventions...
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| Format: | Article |
| Language: | English |
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UCL Press
2020-03-01
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| Series: | History Education Research Journal |
| Online Access: | https://www.scienceopen.com/document?vid=f520bc31-a320-43ef-aad1-3fc99423f1a4 |