From Sensitive Historical Issues to History Teachers' Sensibility: A Look across and within Countries

Autor/inn/en	Goldberg, Tsafrir; Wagner, Wolfgang; Petrovic, Nebojša
Titel	From Sensitive Historical Issues to History Teachers' Sensibility: A Look across and within Countries
Quelle	In: Pedagogy, Culture and Society, 27 (2019) 1, S.7-38 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goldberg, Tsafrir) ORCID (Wagner, Wolfgang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2019.1566165
Schlagwörter	History Instruction; Cross Cultural Studies; Teacher Attitudes; Foreign Countries; Individual Differences; Teaching Methods; Political Influences; Self Concept; Controversial Issues (Course Content); Pedagogical Content Knowledge; Student Attitudes; Austria; Belarus; Estonia; Finland; France; Germany; Israel; Italy; Netherlands; Serbia + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Cultural comparison; Kulturvergleich; Lehrerverhalten; Ausland; Individueller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Political influence; Politischer Einfluss; Selbstkonzept; Controversial issues; Kontroverse; Pädagogische Kompetenz; Schülerverhalten; Österreich; Estland; Finnland; Frankreich; Deutschland; Italien; Niederlande; Serbien
Abstract	The present study is about sensitive issues in history teaching that have probably been experienced by most teachers in the field. We conducted a questionnaire study in Austria, Belarus, Estonia, Finland, France, Germany, Israel, Italy, Serbia and The Netherlands to assess which issues were experienced as sensitive in class, what the reasons were for sensitivity, and what personal and institutional conditions might help teachers in overcoming such situations. Results were analysed from the perspective of both collective and individual differences. At the collective level it was found that contrary to previous studies teachers tended to attribute low sensitivity to difficult histories, to teach sensitive issues frequently and they reported little intervention and few sanctions from peers or superiors. Historical issue sensitivity was found to have some relationship to national political climate, external threat and teacher organization. From an individual difference perspective it appeared that sensitivity was not only a characteristic of an issue or topic, but was also bound to the sensibility of the teachers and their perceptions of the teaching setting. The findings are discussed in the context of nations' self-image and the positive side-effects of analysing sensitive issues in class, with an emphasis on teacher perception, agency and need for support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01