ABSTRACT
This chapter describes and justifies the methodological underpinning of oral history research into changing experiences of history teaching between 1985 and 2011. It explores the use of an oral history approach in interviewing 13 veteran history teachers. Existing research giving voice to history teachers is summarised before the use of an oral history approach is justified. This includes some consideration of the limitations of an oral history approach and the relationship between history and memory. This methodological underpinning is followed by a description and justification of the data collection and data analysis methods, including participant recruitment, interview structure, the use of timelines to structure the interviews, the use of constructivist grounded theory and the use of documentary evidence to provide a context for oral testimonies.
