Aims in teaching history and their epistemic correlates: A study of history teachers in ten countries

Research output: Contribution to journalArticleScientificpeer-review

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 teach-
ing and learning of history and the development of deliberative
thought. We studied epistemic beliefs in the context of the gen-
eral 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 clus-
ters of teaching aims were identified: critical thinking and devel-
opment; 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.
LanguageEnglish
JournalPedagogy, Culture and Society
Volume27
Issue number1
Pages65-85
Number of pages21
ISSN1468-1366
DOIs
Publication statusPublished - 2019
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences

Cite this

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abstract = "In spite of the importance of the topic, there are few comparativestudies of the aims of history teaching, even in Europe. Domain-specific epistemic beliefs are relevant for understanding the teach-ing and learning of history and the development of deliberativethought. We studied epistemic beliefs in the context of the gen-eral aims of history teaching. The respondents were 633 historyteachers from ten countries (Austria, Belarus, Estonia, Finland,France, Germany, Italy, Israel, the Netherlands and Serbia) whorated the importance of 12 specified teaching aims and respondedto four claims regarding epistemic beliefs. Three meaningful clus-ters of teaching aims were identified: critical thinking and devel-opment; moral virtues and patriotism; and historicalconsciousness. History teachers in ten countries were classifiedwithin these clusters. There were significant differences amongthe clusters in terms of the three epistemic beliefs. The resultsare discussed in the contexts of the countries studied.",
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Aims in teaching history and their epistemic correlates: A study of history teachers in ten countries. / Sakki, Inari Hannele; Pirttilä-Backman, Anna-Maija.

In: Pedagogy, Culture and Society, Vol. 27, No. 1, 2019, p. 65-85.

Research output: Contribution to journalArticleScientificpeer-review

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AB - In spite of the importance of the topic, there are few comparativestudies of the aims of history teaching, even in Europe. Domain-specific epistemic beliefs are relevant for understanding the teach-ing and learning of history and the development of deliberativethought. We studied epistemic beliefs in the context of the gen-eral aims of history teaching. The respondents were 633 historyteachers from ten countries (Austria, Belarus, Estonia, Finland,France, Germany, Italy, Israel, the Netherlands and Serbia) whorated the importance of 12 specified teaching aims and respondedto four claims regarding epistemic beliefs. Three meaningful clus-ters of teaching aims were identified: critical thinking and devel-opment; moral virtues and patriotism; and historicalconsciousness. History teachers in ten countries were classifiedwithin these clusters. There were significant differences amongthe clusters in terms of the three epistemic beliefs. The resultsare discussed in the contexts of the countries studied.

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