تعلمية التاريخ بين التقليد والتجديد

Abstract EN

This study seeks to investigate the theoretical references and the pedagogical foundations related to history through raising a debate within historical approaches.

in particular, it reveals ways of teaching history in Tunisian schools from the late 1950s to the early 21st century.

the major concern is to study the causes that lead to the adoption of a competency-based approach and its role in changing the features of traditional learning.

as such, this paper draws on the use of a historical approach to better understand the cornerstone of educational reform and the use of a descriptive approach to deepen the research.

as a result, this study highlights the difficulty to get rid of the traditional teaching approaches which have deeply infiltrated into the educational system.

it reveals the absence of material and human resources which can have a profound influence on the reality of teaching in Tunisia despite the liberation from the chains of colonization.