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AutorenSakki, Inari; Pirttilä-Backman, Anna-Maija
TitelAims in Teaching History and Their Epistemic Correlates: A Study of History Teachers in Ten Countries
QuelleIn: Pedagogy, Culture and Society, 27 (2019) 1, S.65-85 (21 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1468-1366
DOI10.1080/14681366.2019.1566166
SchlagwörterHistory 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
AbstractIn 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).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2019/2/05
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