Pre-service History Teachers Research Articles

Disentangling pre-service history teachers’ pedagogical content knowledge

History education would benefit from insight into teachers' pedagogical content knowledge [PCK]. A thinking-out loud protocol was used to get insight into 12 pre-service history teachers’ PCK in Belgium and the Netherlands. A reconstructed lesson planning process was used to disentangle the individual constituent components of PCK. Not all PCK components developed simultaneously, participants demonstrated more knowledge of teaching strategies than of their students or the curriculum. Some participants were only partly capable of establishing relationships between certain PCK components, a situation that can be interpreted as the result of cognitive overload. The implications for teacher education are discussed.

Reducing Cognitive Bias of Pre-Service History Teachers through Augmented Reality

Cognitive biases can be problematic and dangerous in history learning. This study aimed to identify the extent to which the independent variables of the case study method and augmented reality influence the dependent variables, as well as evaluate the strength and direction of the relationship between these variables in reducing the cognitive biases of pre-service history teachers. The method used is multiple linear regression to identify the extent to which the application of the case method and the use of augmented reality in learning affect the dependent variable under study. The results showed that augmented reality contributed to the understanding of the history of prospective pre-service history teachers more than the case study method. The effect of the case study method was 7.6% on historical knowledge, and augmented reality media had a 13.9% effect on historical experience. Lecturers can use augmented reality in learning for prospective pre-service history teachers to increase student understanding of history learning material and reduce cognitive biases. This research has implications for using technology and digitalization in history learning for prospective pre-service history teachers to understand history, conceptions, and past events and reduce bias. Understanding history is essential for prospective pre-service history teachers. Prospective pre-service history teachers must also understand a historical event broadly and from various perspectives. Technology-based learning in history learning is one of the right ways to avoid cognitive bias.

Preservice teachers' voices from the University of Pretoria in South Africa - Reflection: My personal experience with international collaboration between German and South African preservice history teachers

Preservice teachers' voices from the University of Pretoria in South Africa - Reflection: My personal experience with international collaboration between German and South African preservice history teachers

예비역사교사의 교재 재구성 경험을 통한 변화 탐색

Objectives This study was conducted to explore how pre-service history teachers experienced changes in the process of reconstructing textbooks to be used in a extra-curriculum and to make practical suggestions for future teacher training curriculum.
 Methods For this purpose, in-depth interviews were conducted with 10 pre-service history teachers who had participated in the history education program and conducted various educational activities, including writing textbooks. The interviews were analyzed using a combination of inductive and interpretive methods proposed by Hatch as qualitative methods. In addition, the primary and secondary textbooks authored by the pre-service his-tory teachers were compared and analyzed.
 Results The results of the study showed that the pre-service history teachers' experience of reorganizing text-books made meaningful changes in five main aspects. First, the “textbook view” changed from an absolute per-spective to a relative perspective. Second, the “textbook organization ability” changed from a incoherent method to a coherent method. Third, the “basis for organizing materials” changed from content-based to site-based. Fourth, the “focus of material construction” has changed from instructor-centered to learner-centered. Fifth, the “eye of material organization” has changed from the student's eye to the teacher's eye.
 Conclusions Based on this, teacher training institutions proposed the need for quantitative and qualitative improve-ment and development of the curriculum to support the professionalism of pre-service teachers, and emphasized the need for institutional support at the higher institution level.

O professor de História como historiador público

Educators have long been aware of the role that schools, and specific school subjects, play in nation-building, including the ways in which national consciousness is perceived to be shaped within the classroom. This makes the historical narratives that future history teachers mobilise of particular interest to researchers. This paper draws on research from the Remembering Australia’s Past (RAP) project conducted with pre-service History teachers from the University of Newcastle, who studied history at school during the period of the ‘history wars’ (Clark, 2008). Drawing on a methodology developed by Létourneau (2006), 97 pre-service History teachers (consisting of 27 males and 70 females, the overwhelming majority of whom identified as either or both European and Anglo-Celtic) were asked to “Tell us the history of Australia in your own words.” The participants were given 45 minutes to write their personal account of the nation’s past. The analysis of the stories of the nation collected from the pre-service teachers, reveal that they have largely adopted popular discourses circulating in contemporary Australian society, demonstrating that our pre-service History teachers are successful consumers of public history in general, and the dominant discourses of Australia’s past in particular; and that given the opportunity, it is these dominant discourses that they readily mobilise. This underscores the importance of engaging public history directly in the classroom, in order to assist pre-service history teachers to deconstruct the narratives ‘truths’ they have inherited and taken for granted.

Teaching critical thinking and voice in history essays: A spiderweb tool

Background: The history essay, and historical writing, are crucial forms of assessment in History throughout primary and high school education. This article draws from an autoethnography of teachings in a pre-service history teachers’ school classroom. This article discusses obstacles students experience in conceptualising and writing the history essay. A tool is introduced to overcome these obstacles.Aim: This article presents a possible intervention in the form of a classroom tool.Setting: This classroom tool is presented in a pre-service history teachers classroom (tertiary). It is presented as a method to teach history in classrooms of senior phase (SP), intermediate phase (IP), and further education and training (FET) phase.Methods: This article uses a qualitative methodology that draws on autoethnography and reflective teaching methodology, allowing me to understand and analyse the processes taking place in my own classroom. This was authorised with an ethics protocol number (H18/10/10).Results: The observations from the case study class showed that the tool provided possibilities for understanding the mediation of knowledge used in an essay, in a way that facilitates critical thinking and voice.Conclusion: This tool provides a possible class intervention that can range from primary to high school. It allows teachers to understand what levels their students’ thought need to operate on to teach essay and paragraph writing.Contribution: This spiderweb tool can be used directly in class to demonstrate how the different points of knowledge relate to each other in making an argument. This supports critical thinking and the development of voice.

Assessment of stress management coaching among Nigerian pre-service history teachers: A randomized controlled study.

Background:Studies have found that pre-service teachers commonly face stressful circumstances that prevent them from completing their academic tasks effectively. In terms of psychological factors and interventions, pre-service history teachers in Nigeria are the least studied group. The objective of this study was to investigate the effect of stress management coaching among Nigerian pre-service history teachers.Methods:The research participants consisted of a randomized sample of 109 pre-service history teachers from Nigerian public higher education institutions (55 pre-service history teachers composed the stress management coaching group while 54 pre-service history teachers composed the waitlist control group). The stress management coaching for the pre-service history teachers was guided by a coaching manual created using the theoretical framework of rational emotive behavior coaching.Results:Pre-service history teachers who participated in stress management coaching showed significantly reduced stress levels at the post-test and follow-up. There was an interaction effect between group and time on the stress of pre-service history teachers.Conclusion:The study suggests that pre-service history teachers can benefit from a stress management coaching intervention that uses the rational emotive behavior coaching approach. The development of this form of stress management coaching program on a large scale among pre-service history teachers could prove beneficial to their academic and personal success. Studies may be conducted in the future to examine the stress of history teachers in colleges and the efficacy of stress management coaching.

Epistemic Beliefs and Pre-service Teachers’ Conceptions of History Instruction

This study investigates the difficulties pre-service history teachers face in understanding and implementing a history curriculum focused on historical reasoning. Based on the general hypothesis of beliefs exerting a direct influence on teachers’ actions, this phenomenographic study provides a qualitative analysis of the epistemic and learning/teaching conceptions on which pre-service teachers base their reflections and decisions when they have to produce a teaching plan for a specific situation, taking n = 72 pre-service teachers from the Master’s Degree in Teaching in Secondary Education at the University of Zaragoza (specialty Geography and History) as statistical sample. The outcome of the first phases of the analysis was a new theoretical reference framework that innovated by simultaneously analyzing epistemic and educational conceptions. On the one hand, the analysis results include a considerable number of pre-service teachers who use epistemic beliefs identifying history and the past when addressing the curriculum. On the other, none of them, not even those with advanced epistemic beliefs, think about the curriculum in terms of an inquiry-based approach to historical problems, and, therefore, they display a transmissive–reproductive conception of history instruction. Consequently, the main contribution is observation of a twofold threshold that pre-service teachers must cross to understand and accept an interpretive history curriculum: they must overcome the identification between past and history and instead immerse themselves in the necessarily interpretive nature of any history; and they must stop viewing learning as knowledge internalization and reproduction and, instead, embrace a conception of learning as inquiry and reasoning.

Views of the Preservice History Teachers About Distance Educaion in the Covid 19 Pandemic Process

Covid19 virüsünün insandan insana bulaş riskinin çok kolay ve hızlı olması sonucu dünyada salgın ilan edilmiş, 2020 Mart ayı itibarıyla da üniversiteler yüz yüze (geleneksel) eğitimlerine son vererek uzaktan eğitim (çevrimiçi öğrenme) olarak adlandırılan internet erişimli öğretime geçiş yapmışlardır. Uzaktan öğretim, iletişim teknolojileriyle yürütülen bir öğrenme modeli olarak internet ulaşımı ve teknolojik imkân yeterliliklerine ihtiyaç duyan ve bu imkânlara sahip olma yeterlilikleri ölçüsünde verimlilik sağlayabilen bir sistemdir. Bu açıdan salgın eğitimde birtakım zorluklar ortaya çıkarmış bununla birlikte gelecek açısından bir tecrübe oluşturmuştur. Bu tecrübeyi değerlendirmek adına çalışma, 2019-2020 eğitim öğretim yılı güz döneminde formasyon eğitimini eğitim fakültesinde tamamlayan 47 tarih öğretmen adayı ile yürütülmüş, uzaktan öğretim sürecine ilişkin görüşleri ele alınmıştır. Çalışmada nitel araştırma yöntemlerinden fenomenoloji kullanılmış, veriler betimsel analiz ile çözümlenmiştir. Bulgular değerlendirildiğinde tarih öğretmen adaylarının uzaktan öğretimde; teknik sorunlar başta olmak üzere iletişim, ders verimliliği, imkân ve ortam kaynaklı sorunlar yaşadıkları belirlenmiştir. Bununla birlikte sistemin katkıları olduğunu düşünen öğretmen adayları özellikle sağlık ve eğitim açısından sürecin gerekli olduğunu dile getirmişlerdir. Yaşanılan tecrübeye bağlı olarak uzaktan öğretimin sözel dersler için uygun bir sistem olduğu fakat uygulamalı dersler açısından deneyim eksikliği ortaya çıkarabileceği belirtilmiştir. Uzaktan öğretimde sınavların şekli, hocaların yaklaşımları ve öğrenci psikolojilerinin dikkate alınması gerektiği ifade edilmiştir.

Teaching Care During Covid-19: Reflective Assessment for Becoming-Historians

This article argues that the Emergency Remote Teaching (ERT) that took place during the Covid-19 pandemic in 2020 and 2021 left learners and teachers alike awash in feelings of helplessness, loss, and anguish. While online learning literacy and pedagogy have improved over the course of 2020 and 2021, and interesting and important innovations have been implemented and explored, the foundational inequalities have not lessened or disappeared. This article argues for the use of care as a necessary pedagogy in the virtual classroom using a case study of one class. The labour of care needs to be considered as part of the labour of pedagogy during Covid-19. I argue for care being built into both pedagogy and assessment as part of a radical pedagogy for this time. I explore reflective assessment embedded in a pedagogy of care as a way to, if not combat, recognise and respond to the inequalities embodied in ERT and the society it exists in, towards radical change. Active reflection draws out the impact that ERT has had on the “being” and “becoming” of pre-service History teachers.

History Education during COVID-19: Reflections from Makerere University, Uganda

The COVID-19 pandemic forced most governments in Africa to temporarily close educational institutions in attempt to reduce the spread of the pandemic. In Uganda particularly, Higher Education Institutions, Universities and schools adopted the online and blended approaches to afford continuity of learning during the lockdown. This article provides a reflection of the opportunities, challenges and lessons learnt in teaching and learning of history during the COVID-19 pandemic. Qualitative data was obtained from a narrative inquiry of the researcher's own teaching experience and interviews with pre-service history teachers from Makerere University. Findings indicated that, while online and blended approaches facilitate history education through Makerere University e-Learning (MUELE) Learning Management System, WhatsApp exchanges, Zoom, emails, mobile phone text messaging and print media; there were persistent challenges such as limited Information Communication Technology (ICT) tools, digital illiteracy, digital divide, increased workloads as well as social-emotional stress and distractions at home. The article concludes with a key lesson for Teacher Education programmes to shift the way they train pre-service history teachers to embrace online learning with access to offline, downloadable, print learning materials to facilitate blended learning approaches. This is relevant in preparation of different generations of teachers to integrate blended pedagogy in History Education in response to the new normal caused by the COVID-19 pandemic.

역사교사가 되어간다는 것은 무엇인가? -‘역사교사 되어가기’ 체험에 관한 현상학적 사례 연구-

This article is the result of researching a 34-year veteran teacher''s educational life by using phenomenological case study methods to find answers to the question of "What is it like to be a history teacher and what is the meaning of it?" As a result of the Kim YoHan teacher''s story, becoming a history teacher was a process of continuous change in teaching, learning, and behavior, a process of growing up together in a network of past and present agent. It was also a process of becoming a researcher on his own educational practice while creating his identity as a researcher. The story of becoming a history teacher derived from the Kim YoHan teacher''s educational life story reminds us that we need to think about what professionalism is in a fluid process of personal and collective reflective practice, away from fixed concepts such as pedagogical content knowledge. In particular, history teacher Kim YoHan demonstrated the possibility that applying an educational policy to suit one’s history class through the sense-making process, which is an active interpretative practice, could be an important professionality for a history teacher. The findings also indicated that exploring the common and distinct parts of historical researchers, historical education researchers, and historical teachers'' professionality would be an important task. because History teacher are good learners and researchers of their own teaching practice Based on this study, I suggested that Preservice history teacher training courses, history teacher certification tests, and history teacher retraining courses should all be considered as History Teacher’s "Bildung" courses to Facilitate reflect and design history teachers'' own curriculum. I hope that this study can help the history teacher to reflect on his or her educational life, or that the history education researchers inquiry the history teacher''s life itself.

Linking theory and practice during a high school practicum: case study of preservice history teachers in Quebec

Linking theory and practice during a high school practicum: case study of preservice history teachers in Quebec

Pre-Service History Teacher’s Opinions About the Use of Virtual Museum Applications in History Courses

The opportunities offered by technology are used in educational processes to make education more qualified. One of the technology-based applications is virtual museums. Virtual museums make important contributions to bringing the works of art in museums to the classroom environment and making the lesson more concrete and understandable. Especially considering the exhibition of the past, virtual museums could be used for history courses but more research needs to be done on the subject. This study aimed at exploring pre-service history teachers’ opinions and experiences about virtual museum applications. The research was conducted via qualitative research approach and phenomenology design in line with the nature of this approach. The study group of the research consists of 15, 3rd grade teacher candidates studying in Department of History Teaching at Marmara University Atatürk Education Faculty in 2020-2021 academic year. The data was collected via semi-structured interview form and analysed using the content analysis method. Considering the results obtained, it was reported that the participants responded considering the pandemic conditions, they regarded technology as a way to facilitate the learning-teaching processes of history courses and stated that virtual museum applications would contribute to history courses.

Analysis of convergence programs organized by Pre-service history teachers on the subject of citizens

본 연구는 2015 교육과정에서 강조하는 창의융합형 인재상을 구현할 수 있는 문이과 융합프로그램을 예비 역사교사가 구성한 과정과 결과를 분석한 것이다. 예비 역사교사들은 역사를 중심으로 다른 교과와 융합하는 다교과적 방식으로 프로그램을 구성하였다. 탈교과적인 융합이 아닌 다교과적, 간교과적 융합프로그램을 구성할때는 교과간 융합을 하기에 앞서 교과의 목적이나 고유한 특징과 같은 인식론적인 이해가 선결되어야 한다. 교과의 인식체계를 제대로 이해할 때 예비교사는 융합프로그램을 자유자재로 구성할 수 있었다. 더불어 문이과 융합으로 창의적인 인간 양성을 하는 일이나 교과의 장벽을 허물어가는 융합 방식도 중요하지만, 삶의 통찰력을 배운 후 이를 토대로 창의력을 키울 수 있도록 인문학과 자연과학의 융합이 이루어져야 한다. 시민교육을 추구하는 융합프로그램도 학생들에게 일정한 삶의 방향타 역할을 해 준다. 최근에는 여러 교과가 시민교육에 관심을 보이고 있기 때문에 융합프로그램의 가능성은 더 커졌다. 특히, 수학이나 과학 등 이과에서도 시민교육을 추구하고 있어 시민을 주제로 한 문이과 융합프로그램을 좀 더 다양하게 모색할 수도 있다.

"<역사교과교재연구및지도법>에서의 예비 중등 역사교사의 수업 전문성 성찰 -‘창의적인 역사수업’을 중심으로-"

This study considers the educational experience of preservice history teachers by the example of the course “STUDIES IN TEACHING MATERIALS FOR HISTORY” managed under the theme of ‘Creative Teaching and Learning in History Class.’ In particular, qualitative research was conducted through class observation and in-depth interviews related to this research issue; ‘What is difficult for preservice history teachers in the process of implementing ‘Creative Teaching and Learning in History Class’? The results and discussions are as follows. First, preservice history teachers deliberated on to build up their viewpoint on history education in the process of implementng ‘Creative Teaching and Learning in History Class.’ Also, they realized the importance of knowledge on historical content and the difficulty of reconstructing knowledge into pedagogical contents. Meanwhile, they also longed for field experience of the actual classroom. Above all, preservice history teachers, who had doubted their own “creativity” before the microteaching, had practical concerns on implementing good quality history classes after the microteaching. In other words, experiencing implemention of ‘Creative Teaching and Learning in History Class’ served as an opportunity to the preservice history teachers reflecting their expertise as history teachers. The results and discussions of this study cannot be generalized in terms of the case study. Nevertheless, the results of this study pose a need for developing programs to foster expertise of history teachers in the course of history teacher education. Overall, we hope that this study will contribute to the improvement of the course “STUDIES IN TEACHING MATERIALS FOR HISTORY” and come up with the idea of fostering teacher expertise in the process of education on history teachers.

Historians, Archivists, and Museum Educators as Teacher Educators: Mentoring Preservice History Teachers at Cultural Institutes

A relatively new phenomenon in teacher education involves preservice history teachers conducting fieldwork in museums, archives, and other cultural institutes. However, researchers have yet to generate understandings supported by empirical observations of the inner workings of such fieldwork experiences. Using interviews, observations, and artifacts, this article analyzes the pedagogies historians, archivists, and museum educators use when adopting the role of teacher educators. Findings offer possibilities for a collaborative and site-based structure of teacher education, running contrary to traditional models. Important to the development of preservice history teachers, mentors at cultural institutes conceptualize their work through an inquiry lens, growing intuitively out of their work as disciplinary experts. In addition, educative mentoring, while typically conceived of as a classroom-based method, was observed in practice at cultural institutes. This article concludes by offering suggestions for applying principles from this model to existing preservice teacher education programs.

Controversially uncontroversial? Swedish pre-service history teachers’ relations to their national pasts

Abstract
 This article presents a study of how Swedish pre-service history teachers narrated their nation’s past. Previous research on national history education has generally focused on the treatment of conflicts in national history and what challenges that poses for history education. The present study seeks to complement and broaden this research through its focus on a country where national history is generally perceived as uncontroversial and the debate on national history is generally characterised by consensus, and on what strategies future history teachers use when recounting the national history of Sweden. Using a qualitative approach, we asked our respondents to “Tell us the history of Sweden in your own words” in writing. The study finds that the vast majority of the respondents approach their national history in a way that reinforces a traditional view of Swedish national history. These narratives are generally presented in a way that does not engage with or show how perspective and position affects our rendering of history, which has often been regarded as problematic in history educational research. At the same time, these results also show that our respondents are well familiar with the dominant way of perceiving the Swedish past, something that could also be argued to be valuable in history education, depending on how we choose to approach national history.
 Keywords: national history, history education, historical consciousness, uses of history
 
 Kontroversiellt okontroversiellt? Om svenska historielärarstudenters relation till deras nationella förflutna
 Sammandrag
 Artikeln presenterar en studie av hur svenska historielärarstudenter skildrade Sveriges historia. Tidigare forskning om nationell historieundervisning har främst närmat sig ämnet från ett konfliktperspektiv och undersökt vilka utmaningar detta innebär för historieundervisningen. Föreliggande studie söker att komplementera tidigare forskning genom att fokusera på ett land vars nationella historia generellt uppfattas som okontro­versiell och där debatten om den nationella historieskrivningen i stor utsträckning präglas av konsensus, samt på vilka strategier historielärarstudenter använder när de skildrar Sveriges historia. Genom en kvalitativ forskningsansats bad vi våra respond­enter att skriftligen”Berätta Sveriges historia med dina egna ord”. Studien visar att majoriteten av respondenterna skildrar den svenska historien på ett sätt som återger en traditionell syn på Sveriges historia. Dessa narrativ är generellt skrivna på ett sådant sätt att de inte visar hur perspektiv och positionering påverkar hur vi skildrar det förflutna, något som ofta ansetts vara problematiskt i historiedidaktisk forskning. Samtidigt visar studiens resultat att respondenterna är välbekanta med det dominerande sättet att skildra den svenska historien, något som även kan vara värdefullt för historieundervisningen, beroende på hur vi väljer att närma oss den nationella historien.
 Nyckelord: nationell historia, historiedidaktik, historiemedvetande, historiebruk

Preparing Teachers to Teach the Language of History

The preparation of history teachers has not traditionally included a focus on teaching the language of history. However, in order to think like historians, students in middle and high school history classrooms must learn to read and write like historians. This article describes how two preservice history teachers identified and taught language in fieldwork placements. Their experiences illustrate the challenges that history teachers face in incorporating meaningful language instruction. The findings suggest that training preservice and in-service teachers to identify and teach the language of history would be necessary to ensure that language instruction is implemented in history classrooms.

Analysis of Pre-service History Teacher’ Class Observation in Microteaching: Focused on the Course of “Materials and Methods in History Teaching”

Analysis of Pre-service History Teacher’ Class Observation in Microteaching: Focused on the Course of “Materials and Methods in History Teaching”