PROF. DR. PENELOPE HARNETT ile TARİH ÖĞRETİMİ ÜZERİNE BİR GÖRÜŞME

Ayşegül Nihan Erol Şahin

EN TR

PROF. DR. PENELOPE HARNETT ile TARİH ÖĞRETİMİ ÜZERİNE BİR GÖRÜŞME

Abstract

Profesör Penelope Harnett, West of England Bristol Üniversitesi Eğitim Bölümü'nde Emeritus Profesörüdür. Oxford Üniversitesi Modern Tarih bölümünden mezun olan Harnett, 1985'te üniversitede öğretim görevlisi olarak atanmasından önce 5-11 yaş arası ilkokul çağındaki çocuklara öğretmenlik yaptı. Doktora çalışmasında, 20. yüzyılda tarih müfredatının gelişimini ve İngiltere'deki ilkokullarda uygulanmasını araştırdı. Harnett, ilköğretim müfredatı ve ilkokul çocuklarının tarih öğrenimi üzerine geniş çapta araştırmalar yaptı. Müfredat materyalleri geliştiren ve çeşitli devlet kurumlarına, BBC'ye ve Teachers TV'ye danışmanlık yapan Harnett, çeşitli Avrupa Projeleri üzerinde çalıştı ve Avrupa Konseyi'nin çalışmalarına da katkıda bulundu. Avrupa'da Çocuk Kimliği ve Vatandaşlığı üzerine araştırmacıların konferanslarını ve yayınlarını düzenleyen SOCRATES akademik ağı ile kapsamlı bir şekilde çalıştı. Penelope Harnett Ulusal Öğretim Üyesi ve Historical Association and the Schools’ History Projesinin üyesidir.

Keywords

Tarih öğretimi,Proje,çocuklara tarih öğretimi,Penelope Harnett

References

Aðalsteinsdóttir. K., Kiris, A., Butler, C., Newman, E., Engilbertsson, G., Carter, J., Erol , N., Harnett, P., Sánchez, P. (2011). Learning and teaching children´s literature in europe - final report. Erişim (Ekim 2019): https://www.unak.is/static/files/ Skolathrounarsvid/lokaskyrsla%20LTCL.PDF
Aktekin, S., Harnett, P., Ozturk, M. and Smart, D. (2009b). Active learning for history and social studies lessons. Ankara: Harf.
Aktekin, S., Harnett, P., Ozturk, M and Smart, D. (2009a). Teaching history and social studies for multi-cultural europe. Ankara: Harf.
Bathmaker, A. and Harnett, P. (Der.) (2010). Exploring learning, ıdentity and power through life history and narrative research. London: Routledge.
Beardsley, G. with Harnett, P. (1998). Exploring play in the primary classroom. London, David Fulton.
Blyth, J. (1982). History in primary schools. Maidenhead: McGraw- Hill.
Blyth, J. (1985). Place and time with children 5-9. Beckenham: Croom Helm.
Blyth, W.A.L. , Cooper, K.R., Derricott,R., Elliott, G., Sumner,H. and Waplington, A. (1976). Place, time and society. 8-13: Curriculum planning in history, geography, and social sciences. Glasgow and Bristol, Collins/ESL.
Cooper, H. (1992). The Teaching of history in primary schools. London: Fulton.
Cooper, H. (1995). History in the early years. London: Fulton.

Council of Europe (2014). Shared histories for a Europe without dividing lines. Erişim (Ekim 2019): https://book.coe.int/en/books-on-europe/5924-shared-histories-for-a-europe-without-dividing-lines.html.
De Groot-Reuvekamp, M. J., Van Boxtel, C., Ros, A., & Harnett, P. (2014). The understanding of historical time in the primary history curriculum in England and the Netherlands. Journal of Curriculum Studies, 46(4), 487-514.
DfE (2013). The National Curriculum in England: history programmes of study. Erişim (Ekim 2019): https://www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study.
DfEE (1999). Key stage one. history schemes of work. London, DFEE. Erişim (Ekim 2019): http://www.thegrid.org.uk/learning/history/ks1-2/resources/units/index.shtml.
DfES (2003). Excellence and enjoyment: a strategy for primary schools. Erişim (Ekim 2019): https://webarchive.nationalarchives.gov.uk/20040722022638/http://www.dfes.gov.uk/primarydocument/
Harnett, P. (1993). Identifying progression in children's understanding: The use of visual materials to assess primary school children's learning in history. Cambridge journal of education, 23(2), 137-154.
Harnett, P. (1998). Children working with pictures in hoodless, P. History and English in the primary school. Exploiting the Links. London: Routledge.
Harnett, P. (2000). Re-shaping our pasts. The influence of primary school teachers’ knowledge and understanding of history on curriculum planning and ımplementation. International Journal of History Learning, Teaching and Research. Vol 1.
Harnett, P. (2001). The Emergence of history as a subject within the primary curriculum during the twentieth century and ıts ımplementation in schools in the late 1990s (Yayımlanmamış Doktora Tezi). University of the West of England, Bristol.
Harnett, P. (2003). History in the primary school: The contribution of textbooks to curriculum innovation and reform. History Education Research Journal, 3(2), 27-41.
Harnett, P. (2008) (Der.). Understanding primary education. developing professional attributes, knowledge and skills. London: Routledge.
Harnett, P., (2009). Pupils’ perceptions of cultural diversity in the scope of history teaching. ın council of Europe globalisation and images of the other: challenges and new perspectives for history teaching in Europe. Research Centre for Islamic History, Art and Culture, Istanbul.
Harnett, P ve Whitehouse, S. (2017). Investigating activities using sources at key stage 1. In Cooper, H. Teaching History Creatively. London: Routledge.
Historical Association (2007). Teaching emotive and controversial history 3-19. London: Historical Association. Erişim (Ekim 2019): https://www.history.org.uk/secondary/ resource/780/the-teach-report
Pollard, A. (1989). Reflective teaching in the primary school. London: Taylor and Francis.
Pollard, A. (2010). Professionalism and pedagogy: A contemporary opportunity. A Commentary by TLRP and GTCE. London: TLRP.
Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann.
Vygotsky, L.S. (1978). Mind and society. Cambridge: Harvard University.
West, J. (1981). Guidelines for history teaching 7-13. Dudley: Dudley Metropolitan Borough.

Details

Primary Language

Turkish

Subjects

-

Journal Section

Interview

Authors

Ayşegül Nihan Erol Şahin ^*
0000-0001-6320-982X
Türkiye

Publication Date

May 24, 2020

Submission Date

December 31, 2019

Acceptance Date

May 22, 2020

Published in Issue

Year 2020 Volume: 9 Number: 1

IZ

https://izlik.org/JA69JG78SG

APA

Erol Şahin, A. N. (2020). PROF. DR. PENELOPE HARNETT ile TARİH ÖĞRETİMİ ÜZERİNE BİR GÖRÜŞME. Turkish History Education Journal, 9(1), 312-342. https://izlik.org/JA69JG78SG

AMA

1.Erol Şahin AN. PROF. DR. PENELOPE HARNETT ile TARİH ÖĞRETİMİ ÜZERİNE BİR GÖRÜŞME. TUHED. 2020;9(1):312-342. https://izlik.org/JA69JG78SG

Chicago

Erol Şahin, Ayşegül Nihan. 2020. “PROF. DR. PENELOPE HARNETT Ile TARİH ÖĞRETİMİ ÜZERİNE BİR GÖRÜŞME”. Turkish History Education Journal 9 (1): 312-42. https://izlik.org/JA69JG78SG.

EndNote

Erol Şahin AN (May 1, 2020) PROF. DR. PENELOPE HARNETT ile TARİH ÖĞRETİMİ ÜZERİNE BİR GÖRÜŞME. Turkish History Education Journal 9 1 312–342.

IEEE

[1]A. N. Erol Şahin, “PROF. DR. PENELOPE HARNETT ile TARİH ÖĞRETİMİ ÜZERİNE BİR GÖRÜŞME”, TUHED, vol. 9, no. 1, pp. 312–342, May 2020, [Online]. Available: https://izlik.org/JA69JG78SG

ISNAD

Erol Şahin, Ayşegül Nihan. “PROF. DR. PENELOPE HARNETT Ile TARİH ÖĞRETİMİ ÜZERİNE BİR GÖRÜŞME”. Turkish History Education Journal 9/1 (May 1, 2020): 312-342. https://izlik.org/JA69JG78SG.

JAMA

1.Erol Şahin AN. PROF. DR. PENELOPE HARNETT ile TARİH ÖĞRETİMİ ÜZERİNE BİR GÖRÜŞME. TUHED. 2020;9:312–342.

MLA

Erol Şahin, Ayşegül Nihan. “PROF. DR. PENELOPE HARNETT Ile TARİH ÖĞRETİMİ ÜZERİNE BİR GÖRÜŞME”. Turkish History Education Journal, vol. 9, no. 1, May 2020, pp. 312-4, https://izlik.org/JA69JG78SG.

Vancouver

1.Ayşegül Nihan Erol Şahin. PROF. DR. PENELOPE HARNETT ile TARİH ÖĞRETİMİ ÜZERİNE BİR GÖRÜŞME. TUHED [Internet]. 2020 May 1;9(1):312-4. Available from: https://izlik.org/JA69JG78SG

ANNOUNCEMENTS:

New Publication Policy:

TUHED will begin implementing the Continuous Publication system, which has become widely used in international academic publishing in recent years, as of January 1, 2026.

In this system, articles that have successfully completed the review process and received acceptance for publication will be made available without delay for the issue publication date. The publication date of each article will be utilized in place of the issue date. In contrast to our previous Early View publication policy, every article published under this new system will feature issue, page, and DOI information.

It is important to note that this modification will not impact the article review and acceptance procedures.

Turkish History Education Journal site and its metadata are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Permissions beyond the scope of this license is available at COPYRIGHT

PROF. DR. PENELOPE HARNETT ile TARİH ÖĞRETİMİ ÜZERİNE BİR GÖRÜŞME

An Interview with Prof. Dr. Penelope Harnett on History Teaching

Abstract

PROF. DR. PENELOPE HARNETT ile TARİH ÖĞRETİMİ ÜZERİNE BİR GÖRÜŞME

Abstract

Keywords

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

IZ

Cite