Aims in Teaching History and Their Epistemic Correlates: A Study of History Teachers in Ten Countries

Autor/inn/en	Sakki, Inari; Pirttilä-Backman, Anna-Maija
Titel	Aims in Teaching History and Their Epistemic Correlates: A Study of History Teachers in Ten Countries
Quelle	In: Pedagogy, Culture and Society, 27 (2019) 1, S.65-85 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2019.1566166
Schlagwörter	History Instruction; Correlation; Cross Cultural Studies; Teacher Attitudes; Educational Objectives; Epistemology; Moral Values; Ethics; Classification; Cultural Context; Critical Thinking; Foreign Countries; Austria; Belarus; Finland; Estonia; France; Germany; Israel; Netherlands; Serbia; Italy + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Korrelation; Cultural comparison; Kulturvergleich; Lehrerverhalten; Educational objective; Bildungsziel; Erziehungsziel; Erkenntnistheorie; Moral value; Ethischer Wert; Ethik; Classification system; Klassifikation; Klassifikationssystem; Kritisches Denken; Ausland; Österreich; Finnland; Estland; Frankreich; Deutschland; Niederlande; Serbien; Italien
Abstract	In spite of the importance of the topic, there are few comparative studies of the aims of history teaching, even in Europe. Domain-specific epistemic beliefs are relevant for understanding the teaching and learning of history and the development of deliberative thought. We studied epistemic beliefs in the context of the general aims of history teaching. The respondents were 633 history teachers from ten countries (Austria, Belarus, Estonia, Finland, France, Germany, Italy, Israel, the Netherlands and Serbia) who rated the importance of 12 specified teaching aims and responded to four claims regarding epistemic beliefs. Three meaningful clusters of teaching aims were identified: critical thinking and development; moral virtues and patriotism; and historical consciousness. History teachers in ten countries were classified within these clusters. There were significant differences among the clusters in terms of the three epistemic beliefs. The results are discussed in the contexts of the countries studied. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01