Intervention d’Arthur Chapman

Arthur Chapman (UCL, Londres) est intervenu sur le thème History teacher education in England – trends and developments 2000-2021, le 18 novembre 2021.

Le résumé de son intervention :

Drawing on desk research using published policy, pedagogic and related materials and official statistics, this paper explores trends in initial teacher history education in England in the years 1990-2020. The paper focuses on university initial teacher education, in particular, and explores developments from the establishment of mass university-based teacher education in the late 1960s through to the 2020s. The paper argues that after an initial growth in university-based training in the 1960s, from the 1970s onwards policy maker dissatisfaction with university-based approaches has driven an increasing trend towards locating teacher education largely or entirely in schools, particularly in the years since 2010. This has been accompanied, particularly in recent years, by increasing government prescription of the contents of teacher training curricula. Although university-led teacher education is under threat, the position of history teacher education is healthy, with a trend to growth in the last decade. School history’s theoretical framework remains stable and has arguably been strengthened in recent years, despite hostility to it by some politicians and policy makers who understand history more as a form of civics than as an intellectual discipline of enquiry. University-based teacher education remains important in England, however, it faces very real threats and an uncertain future, not least in the form to university intellectual autonomy.

Pour consulter les publications de Arthur Chapman, voir :

Citer ce billet
Ewa Tartakowsky (2022, 10 février). Intervention d’Arthur Chapman. Histoires scolaires en Europe. Consulté le 24 juin 2024, à l’adresse

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