*Teaching Methods

This paper describes and analyzes teacher conceptions of the meaning of history. Previous research points to teacher conceptions as a crucial variable guiding curriculum decisions. Data for the study were collected through survey questionnaires and interviews. Data were analyzed by content analysis of fieldnotes, frequency analysis, and cross tabulation of survey questionnaires. The questionnaires were mailed to 160 secondary school history teachers in six central and eastern MaiT,. counties and were returned by 71 respondents. Thirty subjects were selected for interviews. The data collected from interviews and questionnaires indicate that there are five composite teacher typologies: (1) storyteller, (2) scientific historian, (3) relativist/reformer, (4) cosmic philosopher, and (5) eclectic. Each category emphasizes a distinctly different conception of the purposes for studying history. The data also indicates that: teacher conceptions of history are related to background, belief, and knowledge; teaching methods and teacher views may relate to conceptions of history; and further research is needed. A 35-item bibliography and 5 figures detailing characteristics of the 5 teacher typologies using quotes from interviews are included. (CT) Reproductions supplied by EDRS are the best that can be made from the original document