UID:
almahu_9949774036002882
Format:
XIX, 376 p. 17 illus.
,
online resource.
Edition:
1st ed. 2024.
ISBN:
9783031580567
Content:
This edited book explores conceptual as well as empirical approaches to epistemic beliefs that teachers of history might hold. In many parts of the world, history teachers are tasked with both upholding historical national myths and at the same time giving students the tools needed to deconstruct history and think critically. This ambiguity embedded in the combination of reconstruction and deconstruction is a difficult landscape for teachers to navigate. The chapters of this book therefore explore how teachers reason regarding the epistemic nature of history and how this impacts their teaching, interpretation of curricula and relationship to their students. Contributions consider the implications for prospective history teachers and inservice training, challenges to the field and point to ways forward. The book will be of interest to academics and students of history education, as well as practising teachers and museum curators. This is an open access book. Henrik Åström Elmersjö is Associate Professor of History and Education in the Department of Historical, Philosophical and Religious Studies at Umeå University, Sweden. Paul Zanazanian is Associate Professor in the Department of Integrated Studies in Education at McGill University, Canada.
Note:
1: Introduction: The epistemology of history and the realities of teaching -- 2: Epistemic fluency and the pedagogical challenge of fake news, historical denial, and rival histories -- 3: Elementary schoolteachers' perspectives on history 1920-1946 -- 4: The epistemic consideration of post graduate certificate in education (PGCE) history students: A South African case study -- 5: "Both sides of the Story": the epistemic nature of historical knowledge as understood by pre-service history teachers in a South African university -- 6: The meaning of multi-ethnic classroom contexts in light of history teachers' differing epistemic expressions -- 7: Mapping teachers' epistemic beliefs in collegial planning -- 8: 'I never thought about history this way': the development of elementary teachers' beliefs about history and how a professional learning community can influence these -- 9: Going beyond the scoring grid: how the topic of assessment can promote reflection on epistemic beliefs and agency in history education -- 10: Examining the relative importance of history teachers' epistemological beliefs in shaping their instructional practices -- 11: Searching for metaphors: exploring teacher candidates' epistemological frames -- 12: Epistemological issues in teaching global history -- 13: Why does epistemology matter? A personal journey -- 14: Why an integrated approach matters: searching for a way to understand the formation of prospective history teachers' epistemological beliefs -- 15: Adopting Maggioni's BHQ into Turkish culture and assessing its validity and reliability -- 16: Exploring Taiwanese history teachers' epistemic beliefs about history -- 17: Epistemic cognition triangulated: What can we learn about the theory of epistemic beliefs in history from reassessment of its measurement?- 18: Why are they inconsistent? Discussing Norwegian history student teachers' understanding of the Beliefs about Learning and Teaching History Questionnaire through cognitive interviewing -- 19: From the ideal-type historian and its associated conceptions of teaching history to a more embodied and practical life approach.
In:
Springer Nature eBook
Additional Edition:
Printed edition: ISBN 9783031580550
Additional Edition:
Printed edition: ISBN 9783031580574
Additional Edition:
Printed edition: ISBN 9783031580581
Language:
English
DOI:
10.1007/978-3-031-58056-7
URL:
https://doi.org/10.1007/978-3-031-58056-7
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