Mokyklinė istorija Lietuvoje - istorikų (ne)atrasta teritorija?

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Collection:
Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Language:
Lietuvių kalba / Lithuanian
Title:
Mokyklinė istorija Lietuvoje - istorikų (ne)atrasta teritorija?
Alternative Title:
School history in Lithuania: a territory (not yet) discovered by historians?
In the Journal:
Istorija [History]. 2022, Nr. 125, p. 87-114
Keywords:
LT
Pedagogai / Pedagogues; Mokslinis ugdymas / Scientific education.
Summary / Abstract:

LTPer nepriklausomybės laikotarpį išryškėjo tendencija, jog Lietuvos istorikai menkai įsitraukia į istorijos didaktikos barus. Prielaidaujama, kad tokios situacijos priežastys slypi ir akademinių istorikų tam tikrose nuostatose, patirtyse, darbo įpročiuose. Straipsnyje pasitelkus dalyko literatūros analizę ir dvylikos Lietuvos akademinių istorikų kokybinį (empirinį) tyrimą siekiama išsiaiškinti akademinių istorikų santykį su mokykline istorija, istorijos mokytojais, jų istorinių tyrimų orientaciją (arba ne) į mokyklinę istoriją. Tyrimas atskleidė, kad Lietuvos akademiniai istorikai deda tam tikras pastangas perduodami savo disciplinos žinias ir gebėjimus istorijos mokytojams, tobulindami istorijos ugdymo turinį, tačiau susiduria su tam tikrais barjerais. Tai - mokytojų nesidomėjimas už programų ir egzaminų rėmų išeinančiais praeities aspektais, akademinių istorikų mokslo sklaidai reikalingų kompetencijų, asmeninių savybių, noro, laiko stoka. Be to, bendradarbiavimui nepalanki mokslininkų ir jų tyrimo vertinimo tvarka - mokslo sklaidos darbai neįtraukiami į vertinimo balų sistemą, iš tyrėjo reikalaujama rašyti prestižinėse užsienio leidyklose anglų kalba, dėl ko tyrimai tampa sunkiai prieinami mokyklai. Straipsnyje pateikiamos rekomendacinės gairės abiejų pusių bendradarbiavimui palaikyti. Esminiai žodžiai: mokyklinė istorija, akademinė istorija, istorijos mokytojas, akademinis istorikas, istorijos didaktika. [Iš leidinio]

ENDuring the period of state independence, there was a clear trend for Lithuanian historians to be poorly involved in the field of history didactics. We presume that such a situation is predetermined, among other factors, by certain approaches, experiences, and working habits of academic historians. This article, by building on subject literature analysis and qualitative study of twelve Lithuanian academic historians, aims to determine the connection of academic historians with school history and teachers of history, as well as the focus (or its absence) of their historical research on school history. It is evident from the study that Lithuanian academic historians take some effort to share the knowledge of their discipline and related skills with teachers of history as regards the improvement of the content of the history education, but they face certain barriers. These barriers are the lack of interest by teachers of history in aspects of the past that are beyond the scope of curriculum and exams, as well as the deficit of competences, personal qualities, and free time needed for the dissemination of academic historians’ research. Furthermore, the partnership suffers from unfavourable procedures of the evaluation of researchers and their studies: research dissemination work is not part of the evaluation scoring system and the fact that researchers are required to publish in English in prestigious foreign venues makes the research not entirely appropriate for schools.The leadership in promoting the partnership should be undertaken by those universities of Lithuania which have been charged with a social mandate by the Ministry of Education, Science, and Sports to qualify teachers of the history discipline and organise refresher training courses for them. In order to become true contributors to the improvement of history education, these universities should, in the first place, encourage researchers to have a hand in the preparation of publications, curriculum, teaching aids, etc. essential for general education. When organising refresher courses or other events for teachers, universities and other education institutions should do more in-depth analysis of the content of curriculum and demands of history teachers for certain problematic subjects of the history discipline. Again, university structural units related to history research should be more focused on rethinking the status and role of the discipline of history didactics. This implies the promoting of doing theses and other scholarly research on history didactics; contributing to the reviewing and analysing of history textbooks and other teaching aids, as well as of phenomena of the school history; and organising the preparation of sources and historiography selections (or databases, platforms, websites) and other publications adapted for school. Keywords: school history, academic history, history teacher, academic historian, history didactics. [From the publication]

DOI:
10.15823/istorija.2022.125.4 I
ISSN:
1392-0456; 2029-7181
Related Publications:
Permalink:
https://www.lituanistika.lt/content/100733
Updated:
2023-04-26 20:05:03
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