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Beyond the textbooks: Teacher perspectives, pedagogy, and curriculum choices when teaching History during Transition Year
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Dissertation
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2024-06-12
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Abstract
This dissertation investigates teacher autonomy during the teaching of History in Transition Year (TY) in post-primary education in Ireland. Findings indicate that teacher autonomy to
create curriculum in TY History impacts teachers’ perceptions of their planning, motivations, students’ interests, pedagogy, assessment, and influences of Junior Cycle (JC) and Senior
Cycle (SC). Relevant literature is thoroughly reviewed to contextualise the aims of this dissertation. The research employs qualitative methods of three semi-structured interviews
and thematic analysis. The dissertation concludes with a review of limitations and recommendations for further research including this dissertation’s contribution to the field.
Keywords
Transition year, History teaching, Teacher autonomy