ABSTRACT
The case study described in this chapter is undertaken as a teacher of a class of Year 4 children over two consecutive years. It is been encouraging and indeed flattering to observe how, over the last decade, the methodology has become reflected in published materials, and continues to be modified and applied to new contexts. There has been much recent discussion about the nature of research in education and its role in the process of developing practice. It should be large-scale, statistically reliable studies undertaken by academics and published in esoteric journals, or small case-studies undertaken by practising teachers, drawing from, reflecting on and informing. An example of a large-scale international study of history education is the Comparative European Study of Historical Communities. It is to be hoped that current rhetoric about teaching as a research-based profession, increased opportunities for continuing professional development through reflection on practice and partnership between schools and higher education institutions will generate such studies.
