Effective Teaching in History: The Perspectives of History Student-Teachers

Abstract

Effective teaching of History is a prime area of concern for most History teacher-educators. This is because most History teachers do not adopt appropriate methods in teaching the subject. Owing to this, students of History are likely to describe History as a boring and dull subject. The study investigated the perspectives of History student-teachers on effective teaching of History. A focus group discussion was held with five (5) final-year prospective History teachers. The findings established that at the pre-engagement phase, student-teachers perceived effective teaching as comprising the acquisition of content knowledge, knowledge of learners, adequate planning, and collaboration with other teachers. At the engagement phase, effective History teachers demonstrate mastery over content, show enthusiasm, relate lessons to students’ prior knowledge, use multiple instructional methods and resources in conveying content, create a supportive learning environment, and use alternative assessment techniques. Also, at the post-engagement phase, it was found that effective History teachers are open to students’ concerns after class, seek feedback from students, and update their knowledge in content and pedagogy. It was thus concluded that History student-teachers possessed a fair understanding of what constitutes effective teaching of History.