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Progression and Undergraduate Learning and Teaching in History

Author: Hannah Barker and Monica McLean
Type: Briefing Report

br_icon.jpg  We conducted semi-structured, in-depth interviews with twelve university historians in a broad range of institutions to explore their perceptions of the meaning of, and practices associated with, the ‘progression’ of undergraduates through their history degree courses. We found considerable variation in how individual academics constructed the notion of ‘progression’. Analysis of the interview data allowed us to discern two broad, though overlapping, models: progression as the process of becoming a practising historian and progression as becoming increasingly skilled as a ‘general arts’ student. This analysis has raised questions, topical at present, about the relationship between research, research culture and teaching that need further exploration.

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