History education and changing epistemic beliefs about history: An intervention in initial teacher training
Epistemic beliefs can have an important effect on teaching practices determining how teachers approach a discipline in the classroom in different contexts. The research reported on here focused on initial teacher education, assessing the pre-service social studies teachers’ epistemic beliefs about h...
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| Format: | Article |
| Language: | English |
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Education Association of South Africa
2022-08-01
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| Series: | South African Journal of Education |
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| Online Access: | http://www.sajournalofeducation.co.za/index.php/saje/article/view/2086/1201 |
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| author | Diego Miguel-Revilla María Sánchez-Agustí Teresa Carril-Merino |
| author_facet | Diego Miguel-Revilla María Sánchez-Agustí Teresa Carril-Merino |
| author_sort | Diego Miguel-Revilla |
| collection | DOAJ |
| description | Epistemic beliefs can have an important effect on teaching practices determining how teachers approach a discipline in the classroom in different contexts. The research reported on here focused on initial teacher education, assessing the pre-service social studies teachers’ epistemic beliefs about history, and their ideas regarding history education. We examined the way in which the beliefs of 59 Spanish participants had evolved after an intervention focused the fostering of historical thinking and understanding. A pre-test-post-test quasi-experimental design was applied, using the Beliefs about History Questionnaire (BHQ), which was supplemented by a qualitative approach. Results indicate progression, although it was more noticeable in pre-service primary education teachers who adhered to a more nuanced vision about historical knowledge and both objectivity and subjectivity. The way that participants with different conceptions about history thought about educational aspects were also examined and discussed. Findings suggest the effectiveness of educational interventions in initial teacher training to allow pre-service teachers to understand the specificity of this discipline. |
| format | Article |
| id | doaj-art-188dd50b1eba4d28b905a5663b4da935 |
| institution | Kabale University |
| issn | 0256-0100 2076-3433 |
| language | English |
| publishDate | 2022-08-01 |
| publisher | Education Association of South Africa |
| record_format | Article |
| series | South African Journal of Education |
| spelling | doaj-art-188dd50b1eba4d28b905a5663b4da9352025-01-22T08:32:21ZengEducation Association of South AfricaSouth African Journal of Education0256-01002076-34332022-08-0142311110.15700/saje.v42n3a2086History education and changing epistemic beliefs about history: An intervention in initial teacher trainingDiego Miguel-Revilla0https://orcid.org/0000-0002-9328-3593María Sánchez-Agustí 1https://orcid.org/0000-0001-7163-3276Teresa Carril-Merino2https://orcid.org/0000-0001-8296-6922Department of Experimental Science, Social Science and Mathematics Didactics, Faculty of Education and Social Work, University of Valladolid, Valladolid, SpainDepartment of Experimental Science, Social Science and Mathematics Didactics, Faculty of Education and Social Work, University of Valladolid, Valladolid, SpainDepartment of Experimental Science, Social Science and Mathematics Didactics, Faculty of Education and Social Work, University of Valladolid, Valladolid, SpainEpistemic beliefs can have an important effect on teaching practices determining how teachers approach a discipline in the classroom in different contexts. The research reported on here focused on initial teacher education, assessing the pre-service social studies teachers’ epistemic beliefs about history, and their ideas regarding history education. We examined the way in which the beliefs of 59 Spanish participants had evolved after an intervention focused the fostering of historical thinking and understanding. A pre-test-post-test quasi-experimental design was applied, using the Beliefs about History Questionnaire (BHQ), which was supplemented by a qualitative approach. Results indicate progression, although it was more noticeable in pre-service primary education teachers who adhered to a more nuanced vision about historical knowledge and both objectivity and subjectivity. The way that participants with different conceptions about history thought about educational aspects were also examined and discussed. Findings suggest the effectiveness of educational interventions in initial teacher training to allow pre-service teachers to understand the specificity of this discipline.http://www.sajournalofeducation.co.za/index.php/saje/article/view/2086/1201epistemic beliefshistorical thinkinghistory educationinitial teacher training |
| spellingShingle | Diego Miguel-Revilla María Sánchez-Agustí Teresa Carril-Merino History education and changing epistemic beliefs about history: An intervention in initial teacher training South African Journal of Education epistemic beliefs historical thinking history education initial teacher training |
| title | History education and changing epistemic beliefs about history: An intervention in initial teacher training |
| title_full | History education and changing epistemic beliefs about history: An intervention in initial teacher training |
| title_fullStr | History education and changing epistemic beliefs about history: An intervention in initial teacher training |
| title_full_unstemmed | History education and changing epistemic beliefs about history: An intervention in initial teacher training |
| title_short | History education and changing epistemic beliefs about history: An intervention in initial teacher training |
| title_sort | history education and changing epistemic beliefs about history an intervention in initial teacher training |
| topic | epistemic beliefs historical thinking history education initial teacher training |
| url | http://www.sajournalofeducation.co.za/index.php/saje/article/view/2086/1201 |
| work_keys_str_mv | AT diegomiguelrevilla historyeducationandchangingepistemicbeliefsabouthistoryaninterventionininitialteachertraining AT mariasanchezagusti historyeducationandchangingepistemicbeliefsabouthistoryaninterventionininitialteachertraining AT teresacarrilmerino historyeducationandchangingepistemicbeliefsabouthistoryaninterventionininitialteachertraining |