Prospective History Teachers Research Articles

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.

Педагогічні умови формування професійних компетентностей майбутніх учителів історії

The article elucidates the author's pedagogical conditions for fostering professional competencies in prospective history teachers. These conditions encompass the cultivation of creative thinking and the establishment of a digital educational environment within higher education institutions. The study substantiates that the effective enhancement of creative thinking transpires through the resolution of complex pedagogical problems, tasks, and scenarios, thereby underscoring the significance of problem-based learning as a pivotal methodology for addressing creative challenges. Concerning the establishment of a digital educational environment in higher education as a requisite for the proficient development of future history teachers' professional competencies, the article posits the digitalization of higher education as a critical mandate for educational reform and a key facet of information society advancement. The article also outlines major trends in the digital evolution of education, including the advancement of mobile-oriented tools, artificial intelligence, and neural networks; the implementation of machine learning, blockchain, and cryptocurrencies; the adoption of virtualization and fog computing technologies; the progression of virtual reality; and the integration of virtual assistants and chatbots.

Using Digital Games to Teach History: A Design-Based Study

Abstract The present study aims to examine prospective history teachers’ process of using digital games to design history lessons and delivering the designed lessons in virtual classrooms. The study employed a design-based research model and was conducted with 31 participants selected based on the criterion sampling method. Data were collected through design documents, interview forms, and video recordings and were analyzed using descriptive and content analysis techniques. During the process, participants were able to design history lessons with digital games and deliver the designed lessons in virtual classrooms. Analysis of participants’ views on the process led to the emergence of the following themes: “The Problems Emerging in the Process,” “The Pedagogical Effects of the Process,” “The Technological Effects of the Process,” “The Effects of the Process on Reflective Thinking,” “The Effects of the Process on Participants’ Thoughts about Virtual Learning Settings,” and “The Effects of the Process on Participants’ Thoughts about the Researcher.” The study results show that despite some problems with the use of technology, the process had a positive effect on the participants. In this regard, future studies may be recommended to focus on prospective teachers’ competencies in using technology effectively when teaching lessons in virtual learning environments.

The Determination of History Teacher Candidates' Distance Education Self-Efficacy Belief Levels According to Different Variables

Distance education is a type in which individuals can realize their learning activities in line with their current technological possibilities, independent of time and space concepts, sharing information and documents with technological tools and applications, and establishing communication and interaction. Self-efficacy is knowing and believing in one's abilities to do a job. Self-efficacy belief levels towards online learning environments are important factors affecting the educational process. For this reason, determining students' self-efficacy levels in distance education processes is accepted as an essential factor in increasing the quality of educational activities. This study aimed to determine the distance education self-efficacy belief levels of prospective history teachers and the distance education self-efficacy belief levels according to variables such as readiness, gender, grade, and disadvantage. Within the scope of the research, two different scales were used with 109 history teacher candidates from different grade levels of 4 different state universities with the appropriate or convenient sampling method. As a result of the research, no significant difference was found in readiness, gender, and grade variables. Another finding of the study was that disadvantages such as mobile data and internet problems had a negative effect on self-efficacy belief levels. In addition to these, it was investigated whether pre-service teachers' online readiness level was related to self-efficacy belief level and a positive relationship was found between readiness level and self-efficacy belief level.

Prospective History Teachers Worldviews on Sensitive and Controversial Issues in History Classes

This study aims to analyze the teacher's world view of sensitive and controversial issues in history learning. This research was carried out using qualitative methods with a descriptive approach. This study involved 90 participants. Data collection in this study used interview techniques relying on two techniques: first, one-on-one interviews with informants and second, group interviews or clustered discussions. Analysis of the research data using an interactive model. The results of this study indicate that the concept of sensitive and controversial issues in history learning has an important position for developing the thinking skills of prospective history teachers. To be able to manage sensitive and controversial issues requires an understanding of innovative learning strategies and evaluations. This study concludes that sensitive and controversial issues in history learning need to be mastered by history teacher candidates who are currently studying, so that this knowledge can have implications for history lessons that train critical thinking skills in schools.

Creating a curriculum to promote ‘ecological literacy’ of prospective history teachers

Creating a curriculum to promote ‘ecological literacy’ of prospective history teachers

The effectiveness of history teacher education concerning the development of lesson planning knowledge: an example from Germany

Previous studies from German-speaking areas of Europe could not prove any substantial development in the competences and the pedagogical content knowledge of prospective history teachers during teacher training, and thus could not empirically confirm the effectiveness of teacher education. We report on the theoretical framework and the results of a new study on the development of knowledge of lesson planning. In the present study, the development of this kind of knowledge could be confirmed by different test instruments. We found significant differences in the level of knowledge between various cohorts of prospective history teachers (n = 282), but some deficits in history teacher training can also be identified.

Narrative competence and epistemological beliefs of German Swiss prospective history teachers: A situated relationship

Few history education studies have indicated that school students’ epistemological beliefs affect their historical thinking and writing. Some research has suggested that history teaching could affect these aspects. Several history educators have assumed that (prospective) history teachers’ epistemological beliefs are related to their ways of teaching and to their ability to think historically. Yet evidence underpinning these assumptions is rare. To address this gap, we investigated how prospective German Swiss history teachers’ epistemological beliefs impacts their reading and writing abilities in terms of narrative competence. We therefore applied argumentative writing tasks to assess participants’ narrative competence and surveyed their epistemological beliefs and further contextual covariates (e.g. situational interest, number of history courses attended at university). Results show small effects of participants’ epistemological beliefs on their narrative competence, while their situational interest is more influential. Other contextual constructs (e.g. number of history courses attended at university) are also predictive. Overall, our results indicate that narrative competence and epistemological beliefs are correlated, yet situated in contextual aspects.

Membangun Keterampilan Berpikir: Potensi Guru Sejarah dalam Mempromosikan Literasi Kritis

<p><em>The learning strategy applied by the history teacher basically affects the process and learning outcomes of students. Moreover, in the 21st century, various challenges arise so that the concept of 21st century education is needed to face these challenges. One of the efforts that history teachers can do in facing the challenges of 21st century education is to promote critical literacy. This article is a theoretical study written using the literature study method. The purpose of writing this article is to try to embody the two discussions. First, provision of critical literacy for prospective history teachers. Second, the strategy of history teachers in promoting critical literacy to students. Based on the results of the study of literature, it can be concluded that history teachers basically have the potential to promote critical literacy to students through the concept of historical thinking skills and controversial historical discourses. Considering that, in the education process at the tertiary level, prospective history teachers are very familiar with critical literacy so that they have the opportunity to transmit the implementation of critical literacy to students in secondary schools.</em></p>

The history teacher education process in Portugal: a mixed method study about professionalism development

The historical and professional identity of prospective history teachers seems to be central to understanding how these future teachers think of their educational action in articulation with their view of what it means to be historically competent in line with the development of historical literacy and more sophisticated historical consciousness. Thus, in the context of the Master’s Degree in History Teaching in the 3rd Cycle of Basic Education and in Secondary Education offered by the University of Minho (Portugal), following an investigative approach characterised by a Mixed Method in a longitudinal framework, data were collected through an open-answer questionnaire followed by a closed-answer questionnaire. The open-answer questionnaire was proposed at the beginning of the training of prospective History teachers and at the end of the same training course. About twenty answers were obtained and, through their analysis, essentially two types of identities emerged: one more in line with management professionalism and another with the emerging democratic professionalism. Based on the qualitative data, which was analysed inductively, a closed-answer questionnaire was created, intended to understand, through quantitative analysis, the ideas of future Portuguese History teachers about the purposes of being a History teacher, what it means to think historically, what kind of History class they identify with, what should students learn in History classes and whether they should use the terms ‘we’ or ‘the Portuguese’ when presenting the proposals for studying the national historical reality. This questionnaire was applied to students from various Master’s Degree courses in History Teaching, in a purposeful sampling considering the location of Portuguese universities, namely the University of Minho, University of Porto, University of Coimbra, University of Lisbon, and NOVA University of Lisbon.

Pendidikan Kepemimpinan Guru Sejarah Di Era Globalisasi

ABSTRACT
 The purpose of this study was to determine the spirit of current teacher leadership and historical teacher leadership education at STKIP PGRI Lubuklinggau in the era of globalization. The research method used is a qualitative method. In this study, researchers used direct observation results with the researchers' own instruments. Researchers with the results of their observations are supported by reference sources trying to analyze, analyze and present data according to what is in the field. The results showed that 1) the spirit of teacher leadership, namely as a prospective history teacher, students must be skilled in self-development when participating in lecture activities both inside and outside the classroom. 2) Teacher leadership education in the era of globalization, namely as candidates for history teachers, students must be able to adapt to the times, be able to develop themselves and continue to hone their abilities as prospective leaders in the era of globalization. The conclusions of this study indicate that the importance of leadership education for prospective history teachers in the era of globalization and being taught as prospective teachers, as well as making a leader who is wise, innovative thinking, and wise who gives birth to leaders in the future.
 Keywords: Globalization, History, Leadership, Teachers.

English

Numerous studies have been carried out to provide active and permanent learning in History teaching. However, the importance of concept teaching which is essential for active learning literally has been ignored. An effective History teaching can only be measured by teaching the concepts involved in the program in an effective way. An effective History teaching is not possible without learning definitions of concepts included in the program. The purpose of the study is to examine the views of prospective History teachers on the importance of concept teaching in History teaching. Regarding the importance of concept teaching, prospective teachers were chosen as a research sample with the aim of measuring the awareness of prospective teachers about History concepts. Prospective History teachers who continue their education at the Department of History of Hatay Mustafa Kemal University participated in the study. The survey design was utilized in the study. Questionnaires have been utilized as the data collection tool in the research. Based on the findings, suggestions on the importance of concept teaching were made. Key words: History education, History lesson, prospective History teachers, concept teaching.

Developing Historical Consciousness and a Community of History Practitioners: A Survey of Prospective History Teachers Across Canada

This paper looks at the historical consciousness of prospective history teachers in Canada. Using a bilingual online survey instrument inspired by the pan-Canadian research Canadians and their Pasts with volunteer participants (N=233), the study investigates their background knowledge, their perceptions of the trustworthiness of sources, their experiences in the history classroom, and their visions of school history. Results reveal that few prospective teachers have extensive knowledge of Canadian history and limited experience with active, inquiry-based teaching approaches to the past. However, a majority of them have very strong conceptions and sense of purposes regarding school history. The paper discusses the implications of this study, notably the need for professional communities of history practitioners.

ÖĞRETMEN ADAYLARININ TARİH EĞİTİMİNDE POPÜLER OLAN TARİH YAPIMLARI HAKKINDAKİ GÖRÜŞLERİ

In recent years, an increase has been experienced in the popular history productions dealing with historical events and figures. Especially, official history understanding of the state and academic history teaching are inadequate in attracting people and so history content is perceived as boring history topics by students. Popular history movies fill in this gap by using action. Popular history magazines, TV programs, TV series, films, novels, documentaries, history websites, critical examination in newspapers, radio programs and so on are among the popular history broadcast and publications. TV is the most popular of these multi-media with the highest level of effect on the public. Our people mostly learn history though TV. This research studied the opinions of prospective history teachers at initial teacher training program, prospective classroom teachers and prospective social studies teachers about the place of popular history productions on education. The participants were 87 prospective classroom teachers, 208 prospective social studies teachers and 41 prospective history teachers at initial teacher training program, all of whom had education at Dumlupinar University Education Faculty during 2014-15 Academic period. The research showed that 64,9% of the participants were following history programs and thought that these productions could contribute to history teaching, they could be used at schools as teaching materials and they should be produced with academic support because the public learnt historical facts through these productions.

Perception of Outdoor History Teaching in Theory and Practice: Opinions of Teachers and Prospective Teachers

Outdoor learning as an experiential process which is based on the contact with environment, learning by doing and living can be used in teaching of different fields from mathematics to history. Understanding of history education in recent years provides opportunity to this kind of a teaching (style). However, expanding the use of these activities in teaching is closely related with the knowledge, skills and attitudes of teachers and prospective teachers. To develop knowledge, skills and attitudes of teachers and prospective teachers on Outdoor History Teaching (OHT), pre-service and in-service needs, goals and plans should be determined and realized firstly. This research intends to contribute determining these pre-service and in-service needs, goals and plans by getting the opinions of teachers and prospective teachers about the subject. The research implemented by getting opinions of 12 history teachers and 12 prospective history teachers in spring semester of 2013-2014 and fall semester of 2014-2015 academic years. In the research which was carried out on the basis of phenomenology that is one of the qualitative research designs, opinions of teachers and prospective teachers were collected as based on the semi-structured interview technique. Then interview data were typed and content analysis was made. As the result of analysis it was seen that the awareness of the prospective teachers towards the concept is higher. Moreover, it was identified that all of the teachers and prospective teachers found OHT relevant to history course, similarly majority of them was feeling themselves insufficient in this subject and thought that a special education is necessary to perform these activities. However, unlike teachers, prospective teachers could associate different types of methods with OHT. In contrast, awareness of prospective teachers in questions related with practice and curriculums is lower than the teachers’. In the research suggestions were offered according to the results.

Epistemological tensions in prospective Dutch history teachers׳ beliefs about the objectives of secondary education

In recent decades we witnessed ongoing debates about the objectives of history education, with different underlying epistemological perspectives. This qualitative study explored prospective history teachers׳ beliefs about these objectives of history education. Prospective history teachers of six universities starting a teacher educational programme were invited to answer an open-ended questionnaire about history education. Six objectives were found: (1) memorising; (2) critical/explanatory; (3) constructivist; (4) perspective-taking; (5) moral; and (6) collective-identity objectives. Almost all prospective teachers mentioned several of these objectives. A distinction between two epistemological perspectives on historical knowledge representation (factual or interpretive), was used as a framework for categorising the different objectives. More than half of the respondents mentioned objectives of history education that represent history as factual and objectives that represent history as interpretive. We propose that in actual practice most history teachers are combining epistemologically opposing objectives for pedagogical, political and religious motives.

Historians or History Teachers? A Qualitative Study in Pedagogical Formation Program in Turkey

This study aims to determine how the history teaching career is perceived by prospective history teachers who attended the pedagogical formation program in Adiyaman University in 2014-2015 academic year. The study was conducted through content analysis of 5 sets of essays dealing with various aspects of history teaching. The essays topics were chosen being inspired from the History Teacher’s Special Field Competencies identified by Ministry of Education published in 2011. The participants of the study were 11 female and 13 male prospective history teachers who did not have teaching experience except for the teaching practice in pedagogical formation program. Each participant submitted 5 essays, each with a different topic. The topics were accepted as the main themes. Analysis did not reveal a consistency between their objectives in teaching history, their teaching and testing methods. In the light of the results, some suggestions were made on history teaching as second career, history teaching practices at universities and testing methods at secondary and high schools.

“History Is a Verb: We Learn It Best When We Are Doing It!”: French and English Canadian Prospective Teachers and History

This article presents the results of a Canadian study of prospective history teachers conducted in 2012-2013. Using an online questionnaire to assess a broad range of questions pertaining to their knowledge of history, their trust in historical sources, their experiences in high school and university classes, and their views about school history, it offers new empirical evidence on how the growing generation of Canadian teachers are prepared for the teaching profession. Implications of this study for teacher education and practice teaching are also presented.

Changing epistemic beliefs? An exploratory study of cognition among prospective history teacher

This study explores changing epistemic beliefs in the history domain among 18 prospective history teachers. Drawing data from these college undergraduate history majors who were considering teaching careers, the study traces out an exploration of how epistemic beliefs may change at this crucial developmental point. A likert-scale instrument served as a primary data-gathering tool and it was administered in a pre-post, design. Observational and interview data augmented the scale data. A university-based course served as an educational vehicle designed to influence epistemic beliefs. The results among the prospective teachers were mixed. Some students’ epistemic beliefs remained unaffected by the course, while others changed, some quite dramatically. Reasons for varied influences are the subject of the discussion. Implications of the results are also considered.Keywords: Epistemic Knowledge; Historical Thinking; History Teaching; Prospective Teachers.

Prospective history teachers ’ perceptions of the history syllabus of senior high schools in Ghana

Syllabus development and implementation have pre-occupied the minds of educationists since the global evolution of modern educational systems because it provides the basis for the content of the lessons, the balance of skills taught and the kinds of behavioural outcomes students are supposed to exhibit at the end of a particular course. The search for a defined perception of teachers in the successful implementation of history syllabus has been a central theme of research effort over the past several decades. This study, employing a phenomenological research strategy, is aimed at evaluating the perception of prospective history teachers of the History Syllabus in the Cape Coast Metropolis. The prospective history teacher population was made up of final year students from the University of Cape Coast in the Central Region and the study made use of the total number of that particular year group. The participants were engaged in focus group discussions. During the deliberations, the researcher took notes, and tape recorded the information which was later transcribed for discussion. From the findings, it is fair to say that the syllabus is a “balanced and progressive document” which allows students to develop equally both their expressive and receptive capabilities. The research also revealed that in the construction and reconstruction of a future history syllabus, the time available for the execution of the topics must be considered. This will ensure that teachers would be able to use the appropriate and recommended methods of teaching the subject because participants recognised that most history teachers do not use the right methods in teaching as a result of their attempt to finish topics in the syllabus.