History teachers’ pedagogical reasoning and the dynamics of classroom implementation in Ghana
The Ghanaian senior high-school history curriculum encourages teachers to guide students to explore, question and construct historical interpretations, rather than accept established historical narratives. This study investigates how those teachers conceive and implement the curriculum intent by exp...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
UCL Press
2020-09-01
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| Series: | History Education Research Journal |
| Online Access: | https://ucl.scienceopen.com/hosted-document?doi=10.14324/HERJ.17.2.04 |