History curriculum and national identity: a search on teaching practices in Southern Italian School

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Search and reSearch:

Teacher educaTion

for conTemporary conTexTS

franciSco joSÉ garcía peñalvo,

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FRANCISCO JOSÉ GARCÍA-PEÑALVO,

MARTA MARTÍN DEL POZO (EDS.)

SEARCH AND RESEARCH:

TEACHER EDUCATION

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©

Ediciones Universidad de Salamanca y los autores

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SEARCH and research : teacher education for contemporary contexts / Juanjo Mena, Ana García-Valcárcel, Francisco José García Peñalvo, Marta Martín del Pozo (eds.).

—1a. ed.—Salamanca : Ediciones Universidad de Salamanca, 2017 1 memoria USB (1190 p.).—(Aquilafuente ; 227)

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Contiene los preprints del “18th Biennial Conference on Teachers and Teaching, 3-7 july 2017 University of Salamanca, Spain”

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1. Docentes-Formación continuada. I. Mena Marcos, Juan José, editor. II. García-Valcárcel Muñoz-Repiso, Ana, editor. III. García Peñalvo, Francisco José, editor.

IV. Martín del Pozo, Marta, editor. 371.13

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Foreword ... i

Preface ... iii

Acknowledgements ...v

Introduction ...………

.

.. 1

PART I. The development of knowledge and understanding

of teaching practices

... 5

The universe of supervision: an inclusive approach within the teacher training domain (Elsa Morgado, Mário Cardoso, João Rodrigues, and Levi Silva) 7 Learning to be Practitioner Inquirers and Researchers: Lessons from a Teacher Education Program (Meher Rizvi) ... 17

The added value of encouraging morally courageous behavior via initial teacher education- Insights from the Stories of Israeli Educators (Roni Reingold, and Lea Baratz) ... 27

“Who can support me?”: Studying teacher leadership in a Hong Kong primary school (Yuen-Shan Tse, Sally Wai-Yan Wan, Thomas Wing-Ki Lee, Wing-Ki Tsang, Vincent Kin-Chung Cheung, Ylena Yan Wong, Kelvin Shing-Pan Chong, Zachary Hon-Fung Ng, and Ada Wing-Tung Wan) ... 37

Partnerships and relationships to support student teacher’s self-regulated learning (Lyn McDonald) ... 55

Manifestation the levels of teachers professional agency: toward a conceptual framework (Khalil Gholami) ... 63

Perceived preparedness and teaching beliefs of differentiated instruction: From prospective teachers’ perspective (Sally Wai-Yan Wan) ... 73

Undergraduate degrees and basic education early years: a necessary interlocution in teacher education (Joana Paulin Romanowski, Pura Lucia Oliver Martins, and Simone Regina Manosso Cartaxo) ... 101

Teacher Education Needs an Epistemology of Practice (Tom Russell, and Andrea K. Martin) ... 111

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Evaluation of the tutoring process with teachers in elementary schools in Mexico (Juan Manuel Manzano-Torres, Leonardo David Glasserman-Morales, and

Juanjo Mena) ... 119

Perspectives of teachers on the reputation of their profession in society

(Barbara Šteh, Jana Kalin, and Renata Čepić) ... 129

Rethinking modeling in pre-service teacher education: implications for teacher educators (Manuel Goizueta, Helena Montenegro Maggio, Francisco Rojas

Sateler, and María Paz González Vallejos) ... 139

Pedagogical confrontations as a lens for reflective practice in teacher education (Wendy Moran, Robyn Brandenburg, and Sharon McDonough) ... 149 What Counts as Expert Practice? A Discursive Analysis of Experienced Teachers’ Perceptions (Marc Turu) ... 159 A Narrative Inquiry Into Taiwanese Grade School Teachers’ Practice of Chinese as a Foreign Language in the Philippines (Chih-Pu Dai)... 169 Studentship: Beyond normative conceptions of civic education in Québec’s ERC program (Ilham Reda, and Erin Reid) ... 179 Acknowledging complexity: teaching practices at the core (Kathleen

Feremans, Jan Elen, Ele Holvoet and Tim Christiaens) ... 189

U.S.-educated and Taiwan-educated Taiwanese Teachers of English: Capital and Agency (Pei-Chia Liao) ... 199 Continuous teacher education - a study based on the phases and cycles elaborated by Huberman (Alboni Marisa Dudeque Pianovski Vieira) ... 209 Modeling Changes in Teacher Efficacy during In-Service Professional Development in Trinidad and Tobago (Sharon J. Jaggernauth) ... 217 The reflexive diaries of mentors in an induction program (Carmen

Gallego-Domínguez, Paulino Murillo Estepa, and Carlos Marcelo García) ... 227

Building teacher professional identity strategies: discourse analysis of Teacher Training Course student’s textual narratives (São Paulo/Brazil)

(Luciana Maria Viviani, Verónica Marcela Guridi, and Elen Faht) ... 237

Student Teachers’ Journey in Professionalism (Birsen Tütüniş, and Duygu

Yalman) ... 247

Teaching as a discursive practice: new perspectives for teacher education

(Helena Montenegro) ... 259

Teachers' professional development in the context of a nation-wide project on reading literacy (Bara Olga Marentič Požarnik, and Fani Nolimal) ... 269

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Teacher Learning with Assessment in Singapore: Classroom Assessment as Searching and Researching into Teaching (Heng Jiang) ... 279 Mediation Learning in Classroom: A study with teachers and trainees (Tatiane Lebre Dias, Sônia Regina Fiorim Enumo, and Kelly Ambrozio Silveira) ... 289 The mediation of Philosophy subject matter. A comparative case study

(Laura Sara Agrati) ... 299

Investigating EFL Elementary Student Teachers’ Development in a Professional Learning Practicum (Chiou-hui Chou) ... 309 Utility of the professional diary to perfect teaching practice (Paula Martín

Gómez, and Mª Luisa García Rodríguez) ... 319

Confronting the problem of embodiment in education (Luiz Sanches Neto,

and Alan Ovens) ... 329

Influence of learning attitudes and task-based interactive approach on ESL-student satisfaction and perceived learning outcomes in a research methodology course (Leah Li Echiverri, and Keith Lane) ... 337 Peer enhancement of learning and teaching for teacher educators (Jenene

Burke, Margaret Plunkett, and Boli Li) ... 347

Responsive teachers in inclusive practices (Hafdís Guðjónsdóttir, Edda

Óskarsdóttir, and Jóhanna Karlsdóttir) ... 357

An attempt to study different forms of supportive roles in school based professional development. Significant elements and similarities (George

Bagakis) ... 367

Thai Rural Science Teachers’ Self-Perceptions about Efficacy, Confidence and Attitude toward STEM Education (Siroj Srisarakorn, and Chatree

Faikhamta) ... 375

Knowing the pre-service teachers’ beliefs in order to promote equity, inclusion and quality. Validation of a scale on teachers’ motivations (MTS)

(Andrea Ciani, and Ira Vannini) ... 385

Emancipatory teaching practices in the understandings of Social Sciences teachers on a Diploma of Education programme Stephen Geofroy, Benignus

Bitu, Dyann Barras, Samuel Lochan, Lennox McLeod, Lystra Stephens-James, and Antoinette Valentine Lewis) ... 397

History curriculum and national identity: a search on teaching practices in Southern Italian School (Loredana Perla, and Viviana Vinci) ... 409

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Narrative of experience from school physical education: the case of a Brazilian woman (Luciana Venâncio) ... 419 Teacher’ personal theories of knowledge development (Riaz Hussain, and

Meher Rizvi) ... 429

From fetishism to narcissism – The ideological appeal of the policies for higher education in Brazil (Rosimê da Conceição Meguins). ... 437 Secondary school teachers and their academic training: The opinion of its protagonists (Iria Calleja- Barcia, and Margarita Pino-Juste) ... 445 Primary school teachers’ professional agency in the course of an in-service training programme (Merja Kauppinen, Johanna Kainulainen, Päivi Hökkä, and

Katja Vähäsantanen) ... 455

Teacher collaboration and professional development: findings from a case study (Maria Manuela Unas, Sandra Raquel Gonçalves Fernandes, Eusébio André

Machado, and Maria Assunção Flores) ... 465

School leadership: results from a case study at a teacher training school in Benguela province (Marta Abelha, Justino Kayumbuka, Ana Sílvia Albuquerque,

and Eusébio André Machado)... 475

Plotlines in preservice teachers’ relationships with second language learners (Stefinee Pinnegar, Celina Lay, Linda Turner, Jenna Granados, and Sarah

Witt) ... 485

Instructional collaborative practices: a Brazilian case study (Ana Paula

Bossler and Pedro Z. Caldeira) ... 495

“It is important to look into own practice” Developing teacher education pedagogy in drama (Ása Helga Ragnarsdóttir, and Hafdís Guðjónsdóttir). ... 505 Am I a teacher educator? Search of self identity (Manpreet Kaur) ... 515 Integrating Theory and Practice in Initial Teacher Education (Maria Inês

Marcondes, Vânia Finholdt Angelo Leite, and Rosane Karl Ramos) ... 525

The practicum model in Teacher Education studies of the University of Girona: connecting theory and practice (Mariona Masgrau-Juanola, Víctor

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PART II. Teacher Education and competencies: social

competencies,

problem-solving

competences,

and

pedagogical competencies

... 545

Initial training of future teachers of Secondary Education: an assessment of the pedagogical competences acquired (Marcos Cabezas, and Sonia

Casillas)... 547

Strengthening social competencies and problem solving competencies in the children: early interventions (Anjali Shokeen) ... 557 Complex theorical construction about the evaluation indicators of the permanent training plan of the teacher of the IUTPC (Katty Ramirez de

Velásquez.)... 567

Development of professional skills on teaching practice: student teachers’ and mentor teachers’ views (Hana Horká, and Jana Kratochvílová) ... 579 The importance of resilience in beginning teachers (Gloria Gratacós, Santiago

Sastre, Inmaculada Rodriguez, and Monika Ciesielkiewicz) ... 591

Function of teaching practices in the acquisition of professional knowledge (Raquel Gómez Sánchez, María Luisa García Rodríguez, and Juanjo

Mena Marcos) ... 605

Are researching skills taught in the practicum for the degree of early childhood education at Salamanca University? (Marisa García, and Marta

Franco) ... 615

Pre-service teachers’ perspectives on their experience in a school-based Practicum. A mixed methods approach (Ana Mª Pinto-Llorente, Marcos

Cabezas-González, and Sonia Casillas-Martín) ... 625

Integrated strategy to investigate competence-based training and teacher development in Secondary and University education (María Concepción

Domínguez, Fuensanta Hernández-Pina, Antonio Medina, Ernesto López-Gómez, Vito José de Jesús Carioca, and Fernando Ribeiro Gonçalves) ... 637

Providing the Competencies for the Future in University. A Case Study

(Andron Daniela Roxana) ... 647

Pedagogic training disciplines of the Program for Teaching improvement in the post-graduation of the USP campus of Ribeirão Preto: challenges and possibilities (Noeli Prestes Padilha Rivas, and Glaucia Maria da Silva) .... 659

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PART III. Engaging learning environments for sustainability

of learning and teaching practices

... 667

Inclusive classroom: Teacher–student relationships (Outi Kyrö-Ämmälä,

Suvi Lakkala, and Tuija Turunen) ... 669

Advantages of extracurricular activities for rural environment students

(Margarita Pino Juste, and Lucía Pumares Lavandeira) ... 679

Respondents to, or agents of, change? Teaching ‘soft skills’ in a school-university partnership project (Michelle Ludecke) ... 689 Playing with LEGO-bricks as an innovative pedagogical tool at pre-university and pre-university levels for teaching urbanism (Inmaculada Mohino,

Eloy Solís, and José María Coronado) ... 701

Project-Based Learning: Three College Collaborative Learning Experiences (Alicia de la Peña, Nuria Mendoza, and Teresa Lamas) ... 729 Designing and Implementing Engaging Learning Environments: Kindergarten Teachers’ Perceptions in three Chinese Societies (Peng Xu,

Haidan Liu, Jing Li, and Beibei Shi) ... 737

Transforming Schooling Through Student Advocacy (Bernie Neville) ... 747 Rube Goldberg machines and STEM education: a Brazilian case study

(Pedro Z. Caldeira, and Ana Paula Bossler) ... 755

If two-thirds of classroom talk is still by the teacher: the kind of science teacher’s talk and use of language during teaching for all learners in any science classroom (Samuel Ouma Oyoo) ... 765 When attention to proficiency in, context of use and precision in use, and polysemy [nature of the science language] counts best during science teaching (Samuel Ouma Oyoo) ... 773 Innovative field experiences in teacher education: An evaluation of sequential and parallel teaching by student teachers, mentors and pupils

(Mathea Simons, and Marlies Baeten) ... 781

An Excel® application for calculus in Geomatics Engineering (Carlos

Enríquez, María Isabel Ramos, and Manuel López). ... 791

Worlds of Curriculum Making (Eliza Pinnegar) ... 805 “Shared vision? It’s not my business!” Hong Kong prospective teachers’ perceptions of professional learning communities (PLC) (Sally Wai-Yan

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Kwan Lau, Ylena Yan Wong, Archie Chong-Kwai Yeung, and Heidi Hoi-Ki Chan)

... 813 Prospective teachers’ teaching beliefs about differentiated instruction in Hong Kong and Turkey (Sally Wai-Yan Wan, and Ruhan Karadag) ... 823 Jottings for the modernization of professional practices in the first stages of the training of mathematics teachers. A screening by nodes of praxeological configuration (Juan Albadan) ... 837 Theory becomes practice in community: Applying community of practice theory to doctoral education (Özge Hacifazlioglu, Kate Olson, David Lee

Carlson, and Christopher Michael Clark) ... 847

Professional insertion as a reflexive process (Helena Amaral da Fontoura, and

Filomena de Arruda Monteiro) ... 855

Students’ Perceptions of Online Cultural Exchanges (Hsiao-fang Cheng) . 863 Coaching in education: what are we talking about? (M. Carmen

González-Valderas)... 871

Storytelling and living praxis in the pre-service teacher classroom (Brian

Mundy) ... 881

The Attention-Deficit Hyperactivity Disorder (ADHD) in the school context (Luís Martins Oliveira, Marcelino Arménio Pereira, Teresa Pires Medeiros,

and Ana Maria Serrano) ... 893

Building a Professional Community of Teacher Educators through a Self-Study Network in Chile (Rodrigo Fuentealba, Tom Russell, and Carolina Hirmas) ... 903 Could self-determined learning be a useful method to increase self-efficacy in mathematics and to reduce math anxiety? (Marcut Ioana Gabriela) ... 911 The DidaSco Project: a training program for the teachers’ professional development (Loredana Perla, Viviana Vinci, and Laura Sara Agrati) ... 921 How and why classroom discourse can enhance students learning and achievement (Pedro Z. Caldeira ,and Ana Paula Bossler) ... 931 What evaluates teachers in training and teacher in exercise of primary education about human nutrition? (Juan Carlos Rivadulla-López, María-Jesús

Fuentes-Silveira, and Cristina Martínez Losada) ... 941

The Development of Beginning Chemistry Teachers’ Understandings of and Ability to Translate the Nature of Science Within a PCK-Based NOS Program (Surayot Supprakob, Chatree Faikhamta, and Potjanart Suwanruji) ... 951

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Developing STEM Teachers through both Informal and Formal Learning Experiences (Donna Stokes, Paige Evans, and Cheryl Craig) ... 961 Language and literacy development for English language learners: Exploring the potential of literacy events (Jason Jay, Mike Richardson,

Alessandro Rosborough, and Brad Wilcox) ... 973

Building teacher professional identities: required knowledge according to Teacher Training Course student narratives (São Paulo/Brazil) (Celi

Rodrigues Chaves Dominguez, Valéria Cazetta, Luciana Maria Viviani , Josely Cubero , and Fabiana Curtopassi Pioker-Hara) ... 983

Changing teacher education scenario in india: issues and challenges

(Balwant Singh, and Manpreet Kaur) ... 993

PART IV. Innovatives practices and ICT

. ... 1003

Teachers’ Digital Skills training by using the Educational Innovation based on Evidence methodology (EIBE) (Celia Paola Sarango-Lapo, Juanjo Mena,

and María-Soledad Ramírez-Montoya) ... 1005

Education, Cinema and Science Teacher Education Program: the right to gaze at the gaze of the camera (Valéria Cazetta, Celi Rodrigues Chaves

Dominguez, Fabiana Curtopassi Pioker-Hara, and Josely Cubero) ... 1015

Use of Virtual Labs in Health Sciences Degrees (Juan José Serrano-Pérez,

Isabel García-Arnandis, Nicla Flacco, Lorena González, Ana Pellín-Carcelén, Carlos Romá-Mateo, Gonzalo Pérez-López, and Alida Taberner-Cortés) ... 1025

Can mobile devices help students improve their academic results? (Laura

Cabeza García, Daniel Alonso Martínez, Nuria González Álvarez, and José Luis de Godos Díez) ... 1037

A proposal of indicators for assessing the digital competence of 12 year olds: a model adapted from DIGCOM 2.0 (Sonia Casillas Martín, Ana

García-Valcárcel Muñoz-Repiso, Ana Mª Pinto Llorente, Luís González Rodero, and Verónica Basilotta Gómez-Pablos) ... 1051

Diagnostic assessment of the conceptual knowledge of technology in future teachers of Early Childhood Education (Sonia Casillas, Marcos

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Study on the personal indicators that influence the development of digital competence in primary education students (Marta Martín del Pozo, and

Marcos Cabezas González) ... 1071

Video games and higher education students from the Degree in Pedagogy: Attitude towards collaborative learning with video games and other related variables (Marta Martín del Pozo, Verónica Basilotta Gómez-Pablos, and Ana

García-Valcárcel Muñoz-Repiso). ... 1081

Parallel Stories: Teachers and Facilitators in a Transformative Online Teacher Learning Community (Jing Li, Xiaohong Yang, and Cheryl J. Craig ) ... 1093 How to improve understanding using 3D objects in eBooks and augmented reality (Rocio Ruiz Rodarte) ... 1101 The reflective professor's training and the use of technology in education

(Tiago Bacciotti-Moreira) ... 1111

What skills do I need to teach online? Researching experienced teacher views of essential knowledge and skills in online pedagogy as a foundation for designing professional development for novice teachers (Catherine

McLoughlin, and Maria Northcote) ... 1119

Collaborative work with Android Applications: research and practice

(María Teresa González, Yuliet Coello, María José Cáceres, José Chamoso, and Myriam Codes) ... 1131

The use of video during professional experience for initial teacher education (Michael Cavanagh) ... 1141 Knowledge pills skills as a resource of Learning in Blended Learning

(David Caballero Franco, Margarita Hernández Sánchez, Judith Martín Lucas, and Sara Serrate González) ... 1151

Free Flowing Content: Unlocking the full potential for transitioning to e-learning at the institution scale (Andrew Knox Cass, and Mariia Kravchenko) ... 1161

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History curriculum and national identity: a search on teaching

practices in Southern Italian School

Loredana Perla1_{, and Viviana Vinci}2

1_{University of Bari, Italy}

loredana.perla@uniba.it

2_{University of Bari, Italy}

viviana.vinci@uniba.it

ABSTRACT

The research ‘History and the School’ was started in 2013 within an Apulian network of six schools (Italy). The aim of research was to analyze the tearcher mediation process and the curriculum design in the teaching of History. The ‘collaborative’ research-training mode built on the epistemological exchange between scholars and practitioners: Didactics, History researcers and History teachers. According to the framework of Analysis of Practices and in referement of the professional education, the methodological protocol was articulated in: analysis of the History textbooks; video analysis of a History case-lesson; triangulation of video analysis and explicitation interview; training workshops. The outcomes of the ‘collaborative’ research-training were the articulation of geo-historical expertise at the curriculum levels focusing on core content knowledge in History by format units. This confirmed the requirements about an autonomy articulation of the curriculum and a deconstruction of the textbooks content, by the teacher.

KEYWORDS: history curriculum, national identity, collaborative research, teachers’ training.

1. INTRODUCTION

The project History and school. Meanings and methods of teaching is an analysis of teaching practices of History in primary and secondary schools supported by the Faculty of Educational Sciences, Psychology & Communication, University of Bari Aldo Moro and the DidaSco (DidatticheScolastiche, School teaching) research project, in cooperation with the Apulian Regional School Office and the Labor school network.

The project involved History teachers working in six schools in Bari and its district (teachers involved in the research work in pre-schools, primary and secondary schools) and focused on the analysis of teaching practices of History. The project aimed at focusing on the central role of mediation processes (Damiano, 2013) in History teaching and on the curricular actions implied by these mediation processes of this discipline (Rüsen, 2012).

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2.THEORETICAL FRAMEWORK

The research-training approach is collaborative (Perla, 2011; Desgagné, 1997), built on the epistemological exchange between the experiential universe of practical teacher (with own professional knowledge) and the theoretical universe of the researcher (with the knowledge of matter: in this case with three different competencies, namely that of the generalist teacher, that of the historian and that of the teaching of history).

The approach of collaborative research allows, through specific professional development devices (Maubant, Martineau, 2011), to work on the nexus training / operationalization of vocational service in unprecedented ways: researchers and teachers assume a posture of mutual learning which sees alternating theory and practice, knowledge and action, analysis and interpretation. The researcher is asked to support the effort with suitable mediators included the development of "implicit knowledge of the practical" (Perla, 2010): the one that each teacher develops in the course of his experience in the form of expertise of which - by virtue of his being "immersed in the action" - is not fully conscious.

The theoretical frame is the studies known as Teachers' Thinking, born in the trail of research by Shulman (1987) and other authors that have studied in-deep scientific recognition of professional knowledge of teachers (Clark, Peterson, 1986; Day, Pope, Denicolo, 1990). These studies have shown the weight of pre-reflexive and knowledge embedded in teaching practical knowledge, that is, all the elements underlying the subjectivity of the teacher and guide professional practice: beliefs, implicit theories, intentions (Cabaroglu, Roberts, 2000).

According to the approach of collaborative research-training, in the research's group are involved an historian (as disciplinary expert) and an expert of teaching history as subject matter. The collaboration of two figures with different expertise - the historian and the didactic of history - allowed the study to deal, from different theoretical perspectives, with some central questions:

why teaching history, what history teaching, what content to select, for what

purposes, through what instruments of mediation and so.

The answer to these questions is not immediate: the emerged solicitations led the research-training team to deal with the polarization of the teaching of the historical discipline of two perspectives - the national-identity and the "world" or "global" history - subject of the international historiographical debate (Legris, 2014; Jolstad, Lunde, 2000).

The first perspective - the national history - lays a cultural-identity canon at the foundation of the of history teaching (Western, National, Regional i.e.). This frame has the advantage of being able to constantly bring the discussion to a close enough reference table to the experience of students, to be able to

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A SEARCH ON TEACHING PRACTICES IN SOUTHERN ITALIAN SCHOOL

connect to it the events of which we speak. As Galli della Loggia, "we do not study history to understand 'the development of society' but we study history to understand who we are, to know why we are what we are, of which elements comprises our identity " (2015, p. 75). We deal in the history of a part the world, our own, and not of all the lands of the planet, because it is this story that formed us. In this there is no expression of antagonism between "us" and "other" or "supremacy", but simply the acknowledgment of difference. And the story is based on differences, so the difference is one of the key categories for the construction of the curriculum of History.

The second perspective - "transnational", known as "world or global history" - starts from the conviction that the globalized world requires a History capable of rebuilding synchronously the story of displaced persons in various parts of the planet and belonging to different cultures, ethnicities, religions (Vanhaute 2013).

Both perspectives are focused on a multi-scale vision of the past: what changes is the starting point (world, Europe / Mediterranean, Italian, local entities) and use a plural mediation (from the lesson, to play, to technology, to the landscape intended as territorial laboratory). This mediation requires to be handled by a versatile professional figure, able whether to hold a lecture, or to facilitate a debate, or to animate a game or a historical laboratory (Brusa, 1991). The dialogue between different theoretical perspectives allowed the critical problematisation of the processes that underlie the teaching of history and fostered the team's reflection in the structuring of the research-training protocol.

3. METHODOLOGY

The methodological protocol has been articulated according to the practical analysis framework (Altet, Vinatier, 2008; Maubant, Martineau 2011) and the vocational education (Pastré, 2011).

This research-training project had several aims. Here are the most relevant ones: to explain teachers' implicit knowledge, beliefs and representations dealing with the process of History teaching and learning; to make teachers aware of the reasons of the choices guided by textbooks; to deduce some elements that could build a vertical curriculum to be used in the primary education level and in Italian comprehensive schools; to implement a professionalisation process that can be used in the primary education level. The project implies a three-year duration. The methodological protocol considers some specific actions to be carried out each year.

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In the first stage, a co-analysis of textbooks has been carried out. The research achieved a deep analysis of the textbooks used by the teachers involved in the project. In the second stage, a videorecording of a History class has been carried out (Goldman, et al. 2007; Seidel, Stürmer 2014; Perla, Schiavone, Amati, 2014; Perla, Schiavone, 2017). Then, the video was edited and uploaded on a dedicated platform. In the third stage a triangular video-analysis between researchers and teachers has been carried out. In this stage teachers watched the video and filled in an analysis form, a self-assessment tool created by this research group in order to make teachers independent in the different stages of the phenomenological description of the educational processes in school environments; then, after viewing the video an interview has been made (Vermersch, 1994). The aim of this stage was to allow teachers to describe and analyse the multi-dimensional nature of educational practices in school environments with researchers. In the final stage a CSSL test has been carried out.

In the second year (2014-2015) a training activity has been carried out. Here, educational and subject-specific contents have been introduced. The training activities planned for the second year have been articulated on "Present time

laboratories" (focusing on cross-cutting and interdisciplinary themes, such as

"sensitive issues" - distressing facts of the present - memories, etc.). These laboratories had a two-fold aim: promoting a critical reflection on the use of historical sources that could be used in History teaching contexts, and guiding teachers in the development of competence units by means of guidelines provided by the research group.  

As for the analysis device is concerned, together with teachers involved in 6 schools, this device could lead to a systematic analysis of History teaching/learning processes in order to identify the most important features in process itself and to analyse them so that they could spark new knowledge that can be used in future contexts (Goldman, et al. 2007).

The video analysis device form called Mediazione & Storia (Mediation and History) was created in order to identify the mediation processes in History teaching and in the related education organisers.

In detail, the video-analysis form is made up of three sections to be filled before, during and after the analysis, respectively.

Section I: information about the teacher, the class to be recorded, the period of the analysis.

Section II: it includes the video-analysis checklist. The checklist is used to mark the frequency of the actions included in the list. It is made up of two parts: A Teachers' actions - History teaching: 1a Space/Time classroom organisation; 1b Classroom structure; 2 Educational relation; 3 Mediation processes; 4 Educational inclusion;

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B Students' actions - History learning: Area 5 Students' actions;

C - Historical discipline (analysis of discipline and methods): 6a Quality of proposed contents; 6b Originality of contents; 6c Adequacy of references to sources; 6d Argumentative development of discourse; 6e Narrative ability; 6f Opening to the interdisciplinary; 6g Engage current events; 6h References to the National Guidelines curriculum.

Each macro-area has been split into markers and description items of the actions to be observed.

Section III: here teachers' comments and any comment arisen during the analysis are included.

The textual corpus obtained by the transcription of the explanatory interviews was subjected to analysis using the NVivo software. The analysis has been carried out in two distinct phases: a first exploratory step analysis conducted on the whole text corpus through queries operations, a mode of exploration and visualization by means of graphs or diagrams according to precise selection criteria (Word Frequency, Word Cloud, Cluster Analysis); a second Qualitative Data Analysis phase of encoding of textual corpus of the individual interviews through identification of semantic Nodes.

4. RESULTS

Summarising the answers obtained from video-analysis, the results show that the adaptation of disciplinary contents to educational cognitive structures needs a deep reorganisation of knowledge-related structures.

Analysing the results dealing with the types of lessons carried out by the teachers involved, it should be noted that an explanation-based model is then mostly applied. Two results proved to be surprising. The first deals with the integration of technologies within History teaching: a very low ratio of teachers declared they ask students to "search on the Internet in order to complement the contents of the lesson with additional information". The second one deals with the organisational decisions adopted by teachers in the creation of the educational setting: though in the latest years some national and international research showed that group-based teaching methods proved to be useful as students foster the learning process with one another, the analysis showed that the most recurrent method is individual, thus reducing the possibility to create a common environment in which an active and collaborative learning process can be triggered.

The video analysis allowed to make visible the centrality of the processes mediators in the teaching of History, educate the observation skills, focus on areas of improvement.

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The analysis of the manuals of History showed the need for a ‘curriculation’ work to gain the autonomy and the deconstruction of the driving function of the manual which, unfortunately, is too often assumed by History teachers as the only "steering" of the educational work.

From the analysis of interviews of explication it has emerged the centrality of some required lemmas in the Word Frequency Query (including, for example, "mediator"), analyzed in greater detail through the textual semantic coding via

Semantic Nodes. From the encoding process the prevalence of iconic and

symbolic mediators emerged, the first based on visual mediation, imaging, and the second on the conceptualization and abstraction, unlike active and analogical mediators: the analysis of the interviews found that in teaching history is still lacking the appeal to experience - direct or simulated - as a privileged mediator for the transposition of knowledge.

By adopting a social community methodology (CSSL), teachers could share articles and reviews, could launch a question & answer system and could upload non-structured educational contents (texts, slideshows, pdf files, pictures, videos) via iPaper.

The results of the second phase of training are about the ‘curriculation’ for geo-historical expertise and production of skill units using a team-designed, by the Didasco group, format, based on a matrix of the essential contents organization of historical knowledge to teach starting from the identification of the idea of antinomy (part-whole; centre-periphery; unity- division, etc.). The research-training has identified, starting by the critical issues emerged in the data analysis, some areas of improvement underlying the processes of teaching - learning of history:

- Strengthening meta-cognition and critical reworking;

- Providing school knowledge with a reasonable value: the involvement in the process that allows knowledge to be developed;

- Regaining the narrative dimension of History teaching; - Enabling competence-based teaching within History teaching;

- Supporting the relationship between shared knowledge and disciplinary epistemology; this relationship depends on the relationship between teachers and the discipline they teach (Develay, 1995; Martinand, 2001; Rézeau, 2004).

5. DEVELOPMENT PROSPECTS/CONCLUSIONS

Research conducted has shown a great interest by teachers to implement the teaching of history innovation practices through team-design of materials and educational resources, also to be designed and shared in common learning environments and then online. The new scenarios of the teaching of history can become the starting point from which to launch a major educational

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renewal that starts with the design and promotion of innovative languages moving towards cooperation and multimedia.

There are two prospects of development of the trail.

The first is the short master Territory as a teaching resource for learning geostoria, started in 2016 with the aim to make teachers able to exploit the territory's resources into the curriculum planning. The innovation of the training proposal is to make the territory in a classroom of history and geography, in which to show signs of the history and ways to use them in class. It consists of 4 modules, each divided into:

1) lectio for the theoretical and epistemological study of the discipline;

2) workshops - focusing on different strategies and methods, characterized by the method of research and discovery, such as educational games, storytelling, reading of iconic signs on the territory, smart maps, short videos;

3) trips within the territory;

4) design and evaluation of a real task for learning Geo-history using the Didasco Unit expertise scheme.

The second perspective of the research development is a ‘multi-scale’ vertical curriculum design on Italian identity (Galli della Loggia, 1998) to be disseminated in schools.

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