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Teaching History in Multicultural Environment and Professional Identity: The Case of Greece

By Theodora Cavoura.

Published by The Learning Collection

During the last 15 years the Greek Ministry of Education has created a multicultural education system to respond to the needs of young people with cultural particularities. The present research aims to identify and reveal aspects of professional identity of history teachers in multicultural school environments. The professional identity of teachers is a negotiation between the self and the school world. In our research professional identity can be seen as a means to study teaching history practices, conceptions of the discipline of history, the relationship with the professional knowledge and the relationship with the various actors that are involved in this profession. The context is critical in the identity construction. The research will investigate how the deep changes in the school context influence professional identity, meaning how history teachers manage new situations and which new capacities they develop. The theory of Social Representations will serve as the theoretical framework. The total of history teachers in multicultural classrooms (60) have responded to questionnaires. Analysis shows three types of professional identity that are characterized by the following principal aspects: a. Transmission of scientific knowledge, b. Development of sentimental equilibrium, c. Formation of citizenship.

The International Journal of Learning, Volume 16, Issue 11, pp.179-188. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.252MB).

Dr. Theodora Cavoura

Lecturer, Department of Education, Faculty of Philosophy, National and Kapodistrian University of Athens, Athens, Greece