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

Inari Hannele Sakki; Anna-Maija Pirttilä-Backman

doi:10.1080/14681366.2019.1566166

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

Inari Hannele Sakki, Anna-Maija Pirttilä-Backman

Tutkimustuotos: Artikkelijulkaisu › Artikkeli › Tieteellinen › vertaisarvioitu

Abstrakti

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.

Alkuperäiskieli	englanti
Lehti	Pedagogy, Culture and Society
Vuosikerta	27
Numero	1
Sivut	65-85
Sivumäärä	21
ISSN	1468-1366
DOI - pysyväislinkit	https://doi.org/10.1080/14681366.2019.1566166
Tila	Julkaistu - 2019
OKM-julkaisutyyppi	A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

Tieteenalat

516 Kasvatustieteet

Pääsy asiakirjaan

10.1080/14681366.2019.1566166

Aims in teaching history and their epistemic correlatesHyväksytty kirjoittajan käsikirjoitus, 119 KBLisenssi: Määrittelemätön

Siteeraa tätä

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