Gestsdóttir, S.M.;
Van Drie, J.;
Van Boxtel, C.;
(2021)
Teaching historical thinking and reasoning:
Teacher beliefs.
History Education Research Journal
, 18
(1)
pp. 46-63.
10.14324/HERJ.18.1.04.
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Abstract
This study aims to give an insight into the beliefs that shape history teachers’ orientations towards their subject and how they approach it. We take a closer look at the beliefs of a group of teachers to see if there is a connection between those beliefs and whether and how they teach historical thinking and reasoning (HTR). HTR has been considered an important component in history teaching in many countries for some decades. Different factors may influence whether teachers are willing or able to teach it. Our main research question is: Which beliefs about goals and strategies of teaching history play a role in teachers’ inclinations towards teaching historical thinking and reasoning?
| Type: | Article |
|---|---|
| Title: | Teaching historical thinking and reasoning: Teacher beliefs |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/HERJ.18.1.04 |
| Publisher version: | https://doi.org/10.14324/HERJ.18.1.04 |
| Language: | English |
| Additional information: | © 2021 Gestsdóttir, Van Drie and Van Boxtel. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/ licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original authors and source are credited. |
| Keywords: | history teaching, historical thinking and reasoning, teacher beliefs, upper secondary schools |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10127526 |
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