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Begoña Alfageme-González University of Murcia , Spain. |  |\n\nRecommended Citation  \nMartínez-Valcárcel, N., Miralles-Martínez, P., & Alfageme-González, M. B. (2008). A Reflection on the Class Teaching Sequence with Particular Reference to History Classes in Spain. Australian Journal of Teacher Education, 33 (6).  \n[http://dx.doi.org/10.14221/ajte.2008v33n6.5](http://dx.doi.org/10.14221/ajte.2008v33n6.5)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol33/iss6/5](http://ro.ecu.edu.au/ajte/vol33/iss6/5)  \nAustralian Journal of Teacher Education  \nA Reflection on the Class Teaching Sequence with Particular Reference to History Classes in Spain  \nNicolás Martínez-Valcárcel  \nPedro Miralles-Martínez  \nM. Begoña Alfageme-González  \nUniversity of Murcia 1, Spain.  \nAbstract: This contribution reflects empirical data arising from a study based on the testimony of 1523 students referring to the time when they studied history in secondary school. It forms part of an on-going inter-disciplinary research project. By means of open activities, information was compiled on the History classes received by students studying Bachillerato (two-year preuniversity course) in Spanish secondary schools. The data, therefore, reflect students’ views of the subject and the way in which it was imparted. The article will analyse the sequence of actions followed by teachers in the classroom (initial phase, development or application phase, and final phase). For each stage we shall analyse the information received and study the aspects into which the teacher, seemed to put most effort. The results show that the most frequently used teaching model in the classroom was the traditional rote learning approach, with little  \nstudent participation.  \nIntroduction  \nThe present article forms part of the project “The teaching and learning of History at Bachillerato level in the Autonomous Community of Murcia: students’views”, financed by the Seneca Foundation (Murcia, Spain) . The study analyses the testimony of 1,523 students, who provided 42,000 descriptive items on the characteristics of their history classes. All the students had studied the second year of the two-year, pre-university Bachillerato course, were followed during the 10 years that the study covers (1993-2003) .  \nSituated between the end of compulsory secondary education in Spain and access to university, for which it is basically a preparation course, the Bachillerato lasts two years, after which students take a University Access Test, commonly known as Selectividad, whose final mark decides which university course students can follow. We focus here on the teaching of history at Bachillerato. In the words of  \nDowney and Levstik (1991) research into history teaching is poor and uneven: Much of the professional literature about history teaching consists of either descriptions of exemplary practices, usually reports from the teachers who developed the approach or the method or untried prescriptions for effective teaching. Claims for the exemplary nature of the methods being  \n1 Supported by Fundación Seneca (Murcia, Spain) 03003/PHCS/05 and PI-50/00694/FS/01 . And Ministerio de Educación y Ciencia SEJ2006-07485/EDUC.  \nVol 33, 6, December 2008 61  \nAustralian Journal of Teacher Education  \nrecommended are seldom supported by evidence of what or how much student learning took place (p. 400) .  \nWilson (2001) observed growing interest in such research and centred his emerging research on three questions: the traditional history teaching, the research and the good teaching. Among portraits of traditional history teaching different studies reflects a","cbCaieROE0OUtRTP","https://ap.wps.com/l/cbCaieROE0OUtRTP","pdf",190161,16,"English","# Abstract\n## Introduction\n## Conceptual Framework","[{\"question\":\"What data source does the article use to study history teaching?\",\"answer\":\"It relies on students’ testimony from 1,523 learners about their history classes in secondary school.\"},{\"question\":\"What classroom phases does the article analyze?\",\"answer\":\"It analyzes teachers’ sequence of actions in the initial phase, the development/application phase, and the final phase.\"},{\"question\":\"What teaching model do the results indicate was most frequently used?\",\"answer\":\"The most frequently used model was the traditional rote-learning approach, with little student participation.\"}]","Australian Journal of Teacher Education - Issue 6 - Abstract | PDF"]