Logical Didactics and Content Problematization in the Preparation of Teaching Sequences for History Teachers
The purpose of this article is to grasp social representations (core group theory) that history teachers develop in sequence preparation, the logical didactics for their organization and the place where they then come into play in the problematization of educational content. The study is based on data from a representative sample of 175 history teachers in Belgium and Luxembourg. Working from the hypothesis that representations are historically constructed and socially situated, the data are analyzed according to how teachers adhere to different history teaching models embedded in curricular practices prescribed since the end of the 1960s. Our hypothesis is that these practices have formed an educational context in which practices and meanings associated with these practices have been constructed.