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

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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.
TidskriftPedagogy, Culture and Society
Sidor (från-till)65-85
Antal sidor21
StatusPublicerad - 2019
MoE-publikationstypA1 Tidskriftsartikel-refererad


  • 516 Pedagogik

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