History Of Education Research Articles

Forms of Modernization of Islamic Education in Türkiye in the 19th Century AD

Discussion of the modernization of Islamic education in Türkiye is nothing new. This remarkable writing about Turkish history in every perspective, makes the specificity of this article about the history of education born in Turkey. The learning method for educational modernization carried out in Turkey shows that it has been going on for a long time because of modernization for other Muslim countries that have been paying attention to education for a long time. Based on this article, it is discussed, in order to trace the background to the emergence of educational modernization in Turkey. This is to find forms of modernization as was done during that time in the field of education. So the birth of educational modernization is the impact of this situation that occurs in the social, political and economic system in Turkey. The factors of European expansion, rigid bureaucratic systems, the progress of European countries were the culmination of social change in Turkish society, giving rise to the Modernization of Education. As a result, policies and orientations emerged that brought progress to Turkey in the timing and future of exchanges. Educational modernization is a school model established by the government and society to use the curriculum implemented in schools. The treatment is carried out by adding modern science, let religious sciences be in their position, and disappear and then reappear and ultimately integrate religious knowledge with modern science is a progressive action in advancing education. Education in the form of Turkish modernization began in the 18th century, continued in the 18th century, 19th century to 20th century; Establishment of schools, empowerment communities, curriculum development, and rationalization of liberation in Turkey.

The Path of Cultivating Teaching Skills of History Teacher Trainees under the Background of "New Teacher Training" — Taking Lingnan Normal University as an Example

To cultivate excellent teachers in the new era, Guangdong Province has put forward the construction strategy of "New Teacher Training", aiming at cultivating high-quality teachers, improving the teacher training team, and constructing a teacher education model with Guangdong characteristics under the impetus of education reform. Lingnan Normal University, as one of the lists of Guangdong Province's national innovation experimental zones and co-construction units, has achieved remarkable results in constructing the "New Teacher Training". Taking Lingnan Normal University as an example, the author analyzes the new challenges in the context of the construction of a "New Teacher Training" mainly from the current situation of teaching skills training for history teacher trainees, the reflection on the training objectives, the existing problems and the training strategies, and reflects on the path of history teacher trainees' teaching skills training during the change of education.

Developing a Professional Learning Community for Pre-service Teachers Majoring in "History Education", "History and Geography Education" through Vocational Training at the University of Education, Vietnam National University, Hanoi

The field of teacher professional development has been extensively researched, while pre - service teacher professional development has received little attention. This article focuses on creating a professional learning community for “History Education”, “History and Geography Education” students. Pre - service teachers are individuals who have not yet officially entered the profession; they serve as the high school reserve team and the "future generation" of the education industry. As a result, focusing on developing professional knowledge and competence for them is seen as one of the most pressing challenges, particularly in light of the constant changes in education that necessitate prompt adaptation and adjustment by teachers. The solution that we propose is to create professional learning communities for pre - service teachers through vocational training programs at universities. We perceive that the recommended approaches can have produced positive results in terms of boosting their understanding and professional training.

Representation of Journalists' Professionalism in the Film a Taxi Driver

Film is a mass communication medium that combines audio, visuals, and narration to convey stories, and information, and serves as a medium of entertainment and education for the audience. One such film that provides both entertainment and historical education is A Taxi Driver, which falls under the genres of drama, history, and politics. This film is based on the true story of a taxi driver who inadvertently became involved in the Gwangju uprising of 1980 after helping a German journalist cover the events in Gwangju. The purpose of this research is to understand the representation of journalistic professionalism in the film A Taxi Driver according to the Code of Ethics of the International Federation of Journalists (IFJ) using a descriptive qualitative research method with Roland Barthes' semiotic analysis. The results of this study identify several scenes in the film A Taxi Driver that illustrate the articles of the International Federation of Journalists (IFJ) Code of Ethics through various actions of Peter, who plays the journalist. Among them: Article 1 "Respect for Truth" is reflected when Peter visits Gwangju to validate information from Reporter Lee. Article 2 "Freedom of the Press" is evident when Peter attempts to record events at the shooting site. Article 3 "Fair Methods to Obtain Information" is shown by his bravery in recording amid the riots. Article 8 "Transparency" is seen in Peter's promise to publish news about the chaos in Gwangju once he returns to Japan. Article 12 "Solidarity" highlights by his efforts to save Kim's life, compensate for the damage to Kim's taxi, and his desire to reunite with Kim to repay his kindness. Article 15 "Humanity" is demonstrated through Peter's actions of recording the bodies of Gu Jae-sik and the victims of military violence, as well as helping to evacuate the shooting victims.

The methodological aspects of the construction of the theory of library and bibliography education

There is no fully accepted conception of the basis on which librarians and bibliographers should be educated. There is no theoretical solution in the USSR or in the world. However, the history of higher education for librarians and bibliographers is closely connected with universities. The author of the article substantiates the merits of education at universities, reveals the possibilities of some of the Soviet universities to prepare library and bibliography specialists. The results of this research should help in solving the problem of diversity in types and forms of higher education for librarians and bibliographers.

An Educational History of Kuwait: A Focus on Schools

This paper examines key milestones in Kuwait's educational development as well as exploring the history of education in Kuwait including government initiatives, policy changes, and the influence of external factors such as oil wealth and international partnerships. Utilizing a qualitative research approach, specifically document analysis, this study provides a comprehensive understanding of how Kuwait's educational system has evolved by analyzing the challenges and successes encountered along the way, as well as investigating the educational reform initiatives throughout the years. Additionally, this paper sheds light on the efforts to address various educational needs and the strategies employed to overcome obstacles, thereby illustrating the dynamic nature of educational development in Kuwait. The study further evaluates the impact and effectiveness of various educational reform initiatives introduced over the years, shaping the current educational landscape. Through this detailed examination, the paper offers valuable insights into the ongoing efforts to improve and innovate within Kuwait's education system.

Life outcomes in adults living with FASD in a rural South African community: A follow-up study.

Even though adults with foetal alcohol spectrum disorder (FASD) are at risk of negative life outcomes, there is no published evidence of this in South Africa, which has the highest estimated FASD prevalence rate globally. The purpose of the study was to describe and compare the life outcomes of adults with FASD and adults without FASD in a South African rural community, 16 years after diagnosis. Participants were examined and interviewed regarding their biographical information, knowledge of FASD, information on their family, relationships, home circumstances, education, work and medical history. Adults with FASD were less likely to be in a relationship and more likely to have poor educational outcomes and to be exposed to violence as victim or perpetrator than their peers who did not have FASD. None of the participants with FASD completed secondary school successfully. No differences were found for independent living, employment, health, substance use and legal outcomes, between the foetal alcohol syndrome (FAS) or partial foetal alcohol syndrome (PFAS) and control group. While significant differences existed in certain aspects, differences are not as stark as one would expect between individuals with FASD and controls. This study highlights the importance of considering the social context in which a FASD diagnosis is made. The comparative negative impact of an FASD diagnosis and the associated challenges on life outcomes may be less pronounced in rural communities where everyone has fewer opportunities and resources. This can also make the unique needs of persons with disabilities less visible.

Characteristics of young people with metabolic syndrome and chronic pain of the musculoskeletal system as a prerequisite for the creation of rehabilitation technology

The article reveals that the most complex medical and social problem of our time is metabolic syndrome and chronic pain of the musculoskeletal system; the level of education, working conditions, and life history of young people with metabolic syndrome and chronic pain of the musculoskeletal system are analyzed. The purpose of the study is to conduct a thorough analysis of the level of education, lifestyle, professional employment, and the presence of chronic diseases in the medical history of young people with metabolic syndrome and chronic pain of the musculoskeletal system before introducing rehabilitation intervention technology. Research methods. Content analysis of medical records and medical documentation and anamnesis was used to obtain data on age, gender, diagnosis confirmation and patient assignment to a group by disorder localization, establishing the presence of concomitant diseases. Result: the main indicators of education level, lifestyle, professional employment, as well as the presence of chronic diseases of young people with metabolic syndrome and chronic pain of the musculoskeletal system before the implementation of the rehabilitation intervention technology were revealed.

The Panhellenic student competition “Hack the Art: Yanoulis Halepas”: Extending art experience, communication, and learning through multimodal digital applications

This paper presents the case of an innovative national digital student competition for school groups of secondary education, entitled: “Hack the Art: Yanoulis Halepas.” Conducted remotely in Greece during the 2022 – 2023 school year, the competition was organized by the Onassis Foundation and the Onassis Library in partnership with the Teloglion Fine Arts Foundation, the National Gallery of Greece–Alexandros Soutsos Museum, the Cultural Foundation of Tinos, and the Cultural Center of Panormos-Municipality of Tinos. Accredited by the Hellenic Ministry for Education and Religious Affairs, it was realized under the aegis of the General Secretariat for Greeks Abroad and Public Diplomacy. This competition was the fourth iteration of this digital format since 2020. This time, we invited student teams from Greek high schools, both in Greece and abroad, led by at least one educator, to learn about the life and work of the great Greek sculptor Yanoulis Halepas and to communicate art by creating projects of augmented reality, virtual reality, digital storytelling, and 3D video games for PC and android devices. This innovative educational project enhanced students’ experience and conceptual understanding of art, motivating them to interact with cultural heritage and experiment with multimodal digital tools. Furthermore, it offered an alternative educational paradigm for teaching history, literature, visual arts, and technology by applying object-based learning, game-based learning, and project-based learning methodologies. According to the assessment results, this learning approach successfully integrated significant artworks into the school curriculum, extending their lifespan and visibility through digital transformations and reinterpretations.

Riddles from of Old: The Meaning of History and Israelite Identity in Psalm 78

ABSTRACT While Psalm 78 is commonly interpreted as a didactic history, this label only partially captures the psalm’s function. Utilizing tools from rhetorical criticism and social identity theory, this article argues that the psalm is designed to shape a new community. The identity of this community is rooted in its allegiance to Judah, David, and Zion. The privileging of David is seen as a surprising new development in Israel’s history. The mystery that the poet unravels is how God’s choice of David as a shepherd and guide addresses Israel’s history of inconstancy toward their covenant commitments.

Pausing and contributing towards Indigenous futures: A pedagogical reflection on college history classrooms

In this article, I explore a pedagogical approach grounded in Native feminist theories and their commitments to place, to relations, to lands, and to more sustainable, just futures. In approaching college history instruction from a place informed by Native feminist teachings, I offer that the college-level classroom can be a space for students to imagine and work towards anticolonial futures as they process hard histories from where they stand. To do so, I draw on self-reflection and an examination of student reflections on their relationships with tribal sovereignty, their perceptions of ethical commitments to Indigenous people, and their understandings of academic collaborations toward Indigenous priorities. This analysis reveals how a pedagogy that embraces “pausing” and contributions to Native nation building can create a classroom space for students to process histories of genocide, build habits of relationality and civic engagement, and work toward more just futures.

Unveiling the Silent Narratives: A Multidimensional Analysis of the Stellenbosch University Faculty of Theology Building and its Impact on Teaching Church History

This article delves into the intricate history, contextual significance, and contemporary implications of the building housing the Faculty of Theology at Stellenbosch University. Over decades, the edifice has garnered attention for its historical and architectural attributes, underscoring its role in the broader narrative of Stellenbosch, a significance predating and exemplifying colonial history. In addition to the architectural and spatial dimensions, the myths and symbols associated with the building are explored, adding layers to its complex history. The intersection of these historical elements with its current use within Stellenbosch University prompts a compelling inquiry into whether and how the structure influences teaching and research, particularly in the domain of church history. The article engages with the history of the building that houses the Stellenbosch University Faculty of Theology and attempts to find out if elements of this complex history finds expression in the different church history modules taught in its confines. The authors first work through historic and current source material that share information of the histories of the mentioned building and then work through the course content and foci of the different church history modules, attempting to find teaching links. The authors further engage with broader contextual debates related to visual redress and the contextualisation of symbols in the vicinity of the building. As such this article aims to address the pivotal question: Do the historical backdrop and current realities of the building shape the teaching of church history within its walls?

Enhancing Student Character in History Education Through the Integration of Local Wisdom: The Case of the Tepuk Tepung Tawar Tradition

Character education often overlooks the integration of local wisdom, despite its potential to significantly influence students' moral and ethical development. This study investigates the impact of incorporating the Tepuk Tepung Tawar tradition’s local wisdom values on students' character development. The research method used is an experimental method with a one group pretest-posttest design. The subjects in this research consisted of 40 students taken using a saturated sampling technique. This study's data collecting procedures included interviews and test results. The data analysis technique for this research uses the paired t-test and the N-Gain test. The results showed that there was a significant difference in student character building before and after the application of the local wisdom values of Tepung Tawar, with a significance value of less than 0.05. The N-Gain Test results showed a score of 70%, indicating an increase in student character scores after the application of the local wisdom values of Tepung Tawar. Therefore, improving student character can be done by teachers integrating local wisdom values to students in history learning.

What does a history teacher do? Knowing, understanding, and enacting the work of teaching history

This study considers the questions, “How do teacher candidates conceptualize the relationship among historians, history teachers, and history students?” and “How is this understanding revealed in candidates’ representation of the work they do in classrooms as history teachers?” Using a case study approach, researchers gathered data from fifteen teacher candidates in a teacher preparation program in the Midwestern United States. The data consisted of participants’ responses to three questions (What do historians do? What do history teachers do? What do history students do?) and their selections of and rationale for including artifacts in a portfolio designed to showcase “who they are” as history teachers as represented by their developing pedagogical content knowledge in history. The researchers’ findings reveal a discrepancy exists between teacher candidates’ emerging beliefs about their responsibilities as teachers and the work that they chose to highlight after having completed clinical experiences. Specifically, the findings suggest a critical disconnect exists between what teacher candidates are taught about teaching history, what they believe about teaching history, and the opportunities that they have in clinical experiences to enact these ideas. This research highlights the central yet often unexamined role of emerging teachers’ epistemic understandings in shaping opportunities for pedagogical reform in history.

“I’ve become more critical”: Development of Dutch elementary teachers’ beliefs about history and history teaching in an inquiry-based professional learning program

This study aims to explore how elementary school teachers’ beliefs about the nature of history and pedagogical beliefs about teaching history developed over the course of a two-year professional development (PD) program and which elements of the program stimulated this development. This PD program aimed to develop participants’ skills in historical reasoning and in designing inquiry-based history lessons that encourage students to reason historically. Teachers engaged in historical reasoning and developed and implemented activities for inquiry-based learning in their history lessons. In this qualitative study, we interviewed nine teachers before and after the program, and they completed the Beliefs about Learning and Teaching History questionnaire before, during and after the program. Thematic analysis of the data shows that elementary teachers participating in our PD program developed more nuanced beliefs about history. Both epistemic and pedagogical beliefs became more crystallized and more criterialist in nature, but it is especially participants’ pedagogical beliefs that became more oriented toward inquiry into historical sources and the importance of developing historical reasoning skills in students. Our findings also indicate that more naïve ideas remained in addition to more nuanced beliefs. Participants indicated that their pedagogical beliefs about teaching history and conducting historical inquiry changed because of the program. Based on the final interviews, we identified five elements that enhanced participants’ professional development toward teaching inquiry-based history lessons and influenced their epistemic beliefs. It was the combination of engaging in historical inquiry, modeling by the facilitator, participating in group discussions about historical inquiry, searching for historical sources themselves and developing and discussing their own lesson designs and putting them into practice that made participants see the possibilities of inquiry-based history learning and stimulated the development of their beliefs. The findings of this study imply that to prepare elementary teachers to teach history in a way that fosters inquiry into historical sources and historical reasoning, PD programs and teacher education should pay attention to the epistemology of history as a discipline and provide teachers with tools to do inquiry.

Polish teachers’ epistemic beliefs on history as seen through the lens of social media

This article is based on the content analysis of the Polish Facebook group Nauczyciele historii (“History Teachers”) which is administered by, and addressed to, practicing and prospective history teachers. The group’s over six thousand members engage and interact by writing, reading, reacting to, and commenting via as many as twenty plus posts daily. We examined the group’s on-line discussions for manifestations of the member-teachers’ epistemic considerations: their reasoning about the epistemic nature of history; their assumptions regarding the goals and meaning of history as a school subject; and their attitudes toward the narratives of difference, diversity, and multi-perspectivism. Our findings reveal that Polish history teachers’ epistemology is poorly conceptualized, rather naïve, and largely unaffected by the developments in historical and didactical theories of the last 50 years. Those teachers do not reflect on the epistemic nature of history. They approach history as a “science”, which they presume to be objective and unambiguous. They tend to see themselves as transmitters of knowledge about the past which their pupils should internalize, and as propagators of those “patriotic” values that - according to certain received, long-established discourses - strengthen national identity and social cohesion.

Practical epistemology of history teachers and its relationship to normative injunctions

Over the past few decades, significant work has been done regarding the epistemic beliefs of history teachers. However, nuanced epistemic beliefs do not appear to manifest as regularly as may be expected in teaching practices (Wilke et al., 2022). While exploring the normative injunctions imposed in part by the hidden curriculum (Giroux & Penna, 1979), the “school form” (Barthes & Alpe, 2018), and the challenges that history teachers face, this article argues that explicit and implicit demands made on history teachers generate a form of practical epistemology, which goes beyond epistemological beliefs. While at times this appears at odds with their understanding of history as a discipline, it enables them to meet the diverse mandates and directives they encounter. We believe that the concept of practical epistemology (Gholami, 2017) provides avenues for reflection that deserve to be pursued. Lastly, regarding criterialist epistemology (Maggioni, VanSledright, & Alexander, 2009) and historical thinking (Seixas & Morton, 2013), we emphasize that they themselves could be subjected to a critical review by both students and teachers in their practice.

Finding “the center point”: decolonial and indigenous methodologies in education historical research

PurposeThis paper centers a decolonial and Indigenous methodological approaches to educational history research. This research offers how Decolonizing Methodologies: Research and Indigenous Peoples by Linda Tuhiwai Smith impacts one education historian’s scholarship alongside conversations of historiography concerning the Lumbee people and how their education history becomes contextual and reclaimed through decolonial and Indigenous methodological approaches.Design/methodology/approachLeaning on epistemological questioning and historical research with decolonial and Indigenous methodologies to provide a needed approach to historical education analysis.FindingsThis research demonstrates how history and epistemology work together to decolonize educational histories by understanding the impacts of settler colonization and recenters histories with Indigenous (Lumbee) voices.Originality/valueThis approach to qualitative historical research provides space for Indigenous epistemology and decolonial and Indigenous methodological approaches to education history that critically examines history told from a European/Western epistemological lens as a way forward to center Indigenous communities.

Factors Influencing Surgical Choices in Breast Cancer Treatment in India: A Comparative Study of Breast-Conserving Surgery vs Mastectomy.

Background Breast-conserving surgery (BCS) can make breast cancer treatment less disfiguring and more aesthetically acceptable for women. However, very few patients in India chose to undergo BCS surgery despite eligibility. Therefore, this study aims to explore the factors influencing the surgical choice in the treatment of breast cancer in India. Materials and methods This prospective study was conducted at a tertiary care hospital in Central India. Women having stage I/ II breast cancer diagnosis with a tumor size <5 cm were considered. A detailed self-designed questionnaire was used. A chi-square test with a significance level (p-value <0.05) was applied. Results Out of 40 females, 80% (n = 32) chose modified radical mastectomy (MRM), whereas 20% (n = 8) opted for BCS. The primary motivations to undergo MRM included concern about cancer recurrence (30%, n = 12), desire to avoid the adverse effects of radiation therapy (25%, n = 10), and fear of radiation therapy (20%, n = 8). Surgeons play a dominant role in determining surgical options, with 80% of MRM cases following the surgeon's recommendation. A significant association was observed between surgical options, education, economic status, locality, and family history (p<0.001). Changes in decision-making regarding the type of surgery after admission to the hospital were significant (p<0.001) after counseling. Conclusions The choice between breast conservation and mastectomy is influenced by sociodemographic factors, personal views, and surgeons' recommendations. Thus, these factors must be considered in preoperative counseling to help patients make informed choices.

“I ask different questions to my students now”: An inquiry into the role of textbooks for the teaching of historical thinking in Basque secondary schools

Starting from an analysis of the Basque competence-based secondary school history textbook EKI and the perceptions of teachers using it, these pages aim at investigating how history teachers relate to the textbooks they use in the classroom and the role these teaching materials play in the promotion of deeper historical understanding of their students. The Baque case offers a good opportunity to see how competence-based teaching materials are used to teach historical competences and how they may have affected the teaching of history in Basque secondary schools. Two main research questions are addressed: how this competence-based textbook integrates historical thinking skills and how it affects teachers´ understanding of history and teaching practice. The results suggest that theoretical reflections on historical thinking and epistemic questions have not permeated school teaching practices yet; however, the textbook does introduce students into historical thinking concepts and has produced changes in teachers’ practices. Besides, this research has detected the interest of further investigating how we deal with historical thinking in the everyday practice of increasingly diverse classrooms.