Skip to main content
SpringerLink
Log in

Improving Teachers’ Proficiency in Teaching Historical Thinking

  • Chapter
  • First Online:
The Palgrave Handbook of History and Social Studies Education

Abstract

In the Netherlands, historical thinking skills have been a substantial component of the history curriculum for quite some time. Textbooks include a variety of historical sources and tasks to develop historical thinking skills. The central examination assesses students’ ability to identify processes of continuity and change, causes and consequences, and to evaluate the trustworthiness and usability of historical sources. Teacher education programs include lessons or even courses about historical thinking. Nevertheless, teaching historical thinking and reasoning appears challenging for teachers. This is even more the case since the Dutch curriculum renewal moved toward more emphasis on broad overview knowledge.

In this contribution, we first describe how historical thinking appears in the Dutch history curriculum, teacher education programs, and the classroom. Second, we discuss three approaches to bridge the gap between theory and practice and support prospective and experienced history teachers in realizing historical thinking in the classroom. The first approach is making historical thinking a core component of the teacher education program. The second approach is engaging prospective teachers in educational design research, and the third approach is a professional development program that starts with the collaborative analysis of how students reason historically.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 189.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 249.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 249.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    The relationship between historical thinking and historical consciousness is discussed by several scholars, for example, Peter Seixas, “Historical Consciousness and Historical Thinking,” in Palgrave Handbook of Research in Historical Culture and Education, ed. Mario Carretero, Stefan Berger, and Maria Grever (London: Palgrave Macmillan, 2017), 59–72; Andreas Körber, “Historical Consciousness, Historical Competencies – and Beyond? Some Conceptual Developments within German History Didactics,” 56, S, 2015; Carla van Boxtel, “Historical Consciousness. A Learning and Teaching Perspective from the Netherlands,” in Contemplating Historical Consciousness. Notes from the Field, ed. Anna Clark and Carla Peck (New York/Oxford: Berghahn, 2019), 61–75.

  2. 2.

    Keith Barton and Linda Levstik, Teaching History for the Common Good (Mahwah, New Jersey: Routledge, 2004).

  3. 3.

    Helle Bjerg, Andreas Körber, Claudia Lenz, and Olivier von Wrochem, Teaching Historical Memories in an Intercultural Perspective (Bielefeld: Metropol, 2013).

  4. 4.

    See, for example, Sam Wineburg, “Historical Problem Solving: A Study of the Cognitive Processes Used in the Evaluation of Documentary and Pictorial Evidence,” Journal of Educational Psychology 83 (1991): 73–87; Abby Reisman, “Reading Like a Historian: A Document-based History Curriculum Intervention in Urban High Schools,” Cognition and Instruction 30, no. 1 (2012): 86–112; Jeffrey Nokes, Janice Dole, and Douglas Hacker, “Teaching High School Students to Use Heuristics while Reading Historical Texts,” Journal of Educational Psychology 99, no. 3 (2007): 492–504; Susan De La Paz and Daniel Wissinger, “Effects of Genre and Content Knowledge on Historical Thinking with Academically Diverse High School Students,” Journal of Experimental Education 83, no. 1 (2015): 110–129.

  5. 5.

    For example, Peter Lee, “Putting Principles into Practice: Understanding History,” in How Students Learn: History, Mathematics, and Science in the Classroom, ed. M. Suzanne Donovan and John D. Bransford (Washington: National Academies Press, 2005), 31–77; Stéphane Lévesque, Thinking Historically. Educating Students for the Twenty-first Century (Toronto: University of Toronto Press, 2008); Peter Seixas and Tom Morton, The Big Six Historical Thinking Concepts (Toronto: Nelson Education, 2012).

  6. 6.

    Jannet van Drie and Carla van Boxtel, “Historical Reasoning: Towards a Framework for Analyzing Students’ Reasoning about the Past,” Educational Psychology Review 20, no. 2 (2008): 87–110; Carla van Boxtel and Jannet van Drie, “Historical Reasoning: Conceptualizations and Educational Applications,” in The Wiley International Handbook of History Teaching and Learning, ed. Scott A. Metzger and Lauren McArthur Harris (New York: Wiley-Blackwell), 149–176.

  7. 7.

    Leo Dalhuisen and Kees Korevaar, De Methode van Onderzoek in het Geschiedenisonderwijs [Research Methods in History Education] (The Hague: Van Goor Zoons, 1971); Leo Dalhuisen, Piet Geurts, and Joop Toebes, Geschiedenis op School. Theorie en Praktijk [History at School. Theory and Practice] (Groningen: Wolters-Noordhoff, 1977).

  8. 8.

    Leo Dalhuisen and Jan van der Dussen, Wat is geschiedenis? [What is History?] (Haarlem: Gottmer Uitgevers Groep, 1971).

  9. 9.

    Leo Dalthuisen, Geschiedenis: Wat is dat? [History: What is it?] (Den Haag, 1993), and Werkgroep Implementatie Eindexamen Geschiedenis, Dat is Geschiedenis [That’s History] (Den Haag, 2000).

  10. 10.

    See, for example, Jannet van Drie, Carla van Boxtel, Jos Jaspers, and Gellof Kanselaar, “Effects of Representational Guidance on Domain specific Reasoning in CSCL,” Computers in Human Behaviour 21, no. 4 (2005): 575–602; Albert Logtenberg, Questioning the Past. Student Questioning and Historical Reasoning (Amsterdam: University of Amsterdam, 2012); Gerhard Stoel, Jannet van Drie, and Carla van Boxtel, “The Effects of Explicit Teaching of Strategies, Second-Order Concepts, and Epistemological Underpinnings on Students’ Ability to Reason Causally in History,” Journal of Educational Psychology 109, no. 3 (2017): 321–337; Geerte Savenije, Carla van Boxtel, and Maria Grever, “Sensitive ‘Heritage’ of Slavery in a Multicultural Classroom: Pupils’ Ideas Regarding Significance,” British Journal of Educational Studies 62, no. 2 (2014): 127–148; Tessa de Leur, Carla van Boxtel, and Arie Wilschut, “‘I Saw Angry People and Broken Statues’: Historical Empathy in Secondary History Education,” British Journal of Educational Studies 65, no. 3 (2017): 331–351; Carla van Boxtel and Jannet van Drie, “‘That’s in the Time of the Romans!’ Knowledge and Strategies Students Use to Contextualize Historical Images and Documents,” Cognition and Instruction 30, no. 2 (2012): 113–145; Tim Huijgen, Carla van Boxtel, Wim van de Grift, and Paul Holthuis, “Toward Historical Perspective Taking: Students’ Reasoning When Contextualizing the Actions of People in the Past,” Theory & Research in Social Education 45, no. 1 (2017): 110–144.

  11. 11.

    Board of Examinations, Geschiedenis HAVO en VWO. Syllabus Centraal Examen (Arnhem: CEVO, 2013).

  12. 12.

    Commissie Historische en Maatschappelijke Vorming, Verleden, Heden en Toekomst [Past, Present and Future] (Enschede: SLO, 2001).

  13. 13.

    Arie Wilschut, “History at the Mercy of Politicians and Ideologies: Germany, England and the Netherlands in the 19th and 20th centuries,” Journal of Curriculum Studies 42, no. 5 (2010): 693–723.

  14. 14.

    Vereniging van Docenten Geschiedenis en Staatsinrichting in Nederland, Bij de tijd 3. Geschiedenisonderwijsvoor de toekomst [Up to Date 3. History Education for the Future] (2018).

  15. 15.

    Curriculum.nu, Vierde tussenproduct Ontwikkelteam Mens en Maatschappij [Fourth Interim Product Design Team Social Studies] (January 2019).

  16. 16.

    Dick van Straaten (Ed.), Historisch denken. Basisboek voor de Vakdocent [Historical Thinking. Handbook for the History Teacher] (Assen: Van Gorcum, 2016).

  17. 17.

    Harry Havekes, Arnoud Aardema, and Jan de Vries, “Active Historical Thinking: Designing Learning Activities to Stimulate Domain-specific Thinking,” Teaching History 139 (2010): 52–59; Harry Havekes, Carla van Boxtel, Peter-Arno Coppen, and Johan Luttenberg, “Knowing and Doing History. A Conceptual Framework and Pedagogy for Teaching Historical Contextualisation,” International Journal of Historical Learning, Teaching and Research 11, no. 1 (2012): 71–92.

  18. 18.

    Marc Kropman, Jannet van Drie, and Carla van Boxtel, “Multiperspectivity in the History Classroom. The Role of Narrative and Metaphor,” in Narrative and Metaphor in Education. Looking Both Ways, ed. Michael Hanne and Anna Kaal (Abingdon, UK/New York: Routledge, 2018), 63–75.

  19. 19.

    Hanneke Tuithof, The Characteristics of Dutch Experienced History Teachers’ PCK in the Context of a Curriculum Innovation (Utrecht: Utrecht University, PhD diss. 2017).

  20. 20.

    Tim Huijgen, Paul Holthuis, and Carla van Boxtel, “Promoting Historical Contextualization: An Observational Study,” Educational Studies (2018, online first).

  21. 21.

    Susanna Gestsdóttir, Carla van Boxtel, and Jannet van Drie, “Teaching Historical Thinking and Reasoning: Construction of an Observation Instrument,” British Educational Research Journal 44, no. 6 (2018): 966–981.

  22. 22.

    Van Boxtel & Van Drie, “Historical Reasoning,” 2018.

  23. 23.

    Seixas and Morton, The Big Historical Thinking Concepts, 2012.

  24. 24.

    Tjeerd Plomp and Nienke Nieveen (Eds.), An Introduction to Educational Design Research (Enschede: SLO, 2009).

  25. 25.

    Gerhard Stoel, Albert Logtenberg, Bjorn Wansink, Tim Huijgen, Carla van Boxtel, and Jannet van Drie, “Measuring Epistemological Beliefs in History Education: An Exploration of Naïve and Nuanced Beliefs,” International Journal of Educational Research 83 (2017): 120–134.; Baukje van Kesteren, “Applications of de Groot’s ‘Learner Report’: A Tool to Identify Educational Objectives and Learning Experiences,” Studies in Educational Evaluation 19 (1993): 65–86.

  26. 26.

    This project was funded by the Netherlands Organization for Scientific Research (grant number 405-16-508).

  27. 27.

    The rubric (in Dutch) can be found at http://www.expertisecentrum-geschiedenis.nl/de-feiten-voorbij/rubric

  28. 28.

    Stoel et al., “The Effects of Explicit Teaching,” 2017.

  29. 29.

    Van Kesteren, “Applications of De Groot’s Learner Report,” 1993.

  30. 30.

    Arthur Chapman, “Camels, Diamonds and Counterfactuals: A Model for Teaching Causal Reasoning,” Teaching History 112 (2003): 46–53.

  31. 31.

    Gestsdóttir, “Teaching Historical Thinking and Reasoning”, 2018.

  32. 32.

    See, for example, Keith Barton and Linda Levstik, “Why Don’t More History Teachers Engage Students in Interpretation?” Social Education 67, no. 6 (2003): 358–361; Bjorn Wansink, Sanne Akkerman, and Theo Wubbels, “The Certainty Paradox of Student History Teachers: Balancing between Historical Facts and Interpretation,” Teaching and Teacher Education 56 (2016): 94–105.

  33. 33.

    Reisman, “Reading Like a Historian,” 2012.

  34. 34.

    Michiel Voet and Bram de Wever, “Effects of Immersion in Inquiry-based Learning on Student Teachers’ Educational Beliefs,” Instructional Science 46, no. 3 (2018): 383–403; Michiel Voet and Bram de Wever, “Preparing Pre-service History Teachers for Organizing Inquiry-based Learning: The Effects of an Introductory Training Program,” Teaching and Teacher Education 63 (2017): 206–217.

  35. 35.

    Van Boxtel and Van Drie, “That’s in the Time of the Romans!,” 2012.

  36. 36.

    This is, for example, addressed by Richard Paxton, “The Influence of Author Visibility on High School Students Solving a Historical Problem,” Cognition and Instruction 20, no. 2 (2002): 197–248.

  37. 37.

    Chauncey Monte-Sano and Christopher Budano, “Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers’ Growth over Three Years,” Journal of the Learning Sciences 22, no. 2 (2013): 171–211; Stephanie van Hover and David Hicks, “History Teacher Preparation and Professional Development, “in The Wiley International Handbook of History Teaching and Learning, ed. Scott A. Metzger and Lauren McArthur Harris (New York: Wiley-Blackwell, 2018), 391–418.

  38. 38.

    Seixas and Morton, The Big Six, 2013; Van Boxtel and Van Drie, “Historical Reasoning,” 2018.

Bibliography

  • Barton, Keith, and Linda Levstik. 2003. Why Don’t More History Teachers Engage Students in Interpretation? Social Education 67 (6): 358–361.

    Google Scholar 

  • ———. 2004. Teaching History for the Common Good. Mahwah: Routledge.

    Book  Google Scholar 

  • Bjerg, Helle, Andreas Körber, Claudia Lenz, and Olivier von Wrochem. 2013. Teaching Historical Memories in an Intercultural Perspective. Bielefeld: Metropol.

    Google Scholar 

  • Board of Examinations. 2013. Geschiedenis HAVO en VWO. Syllabus Centraal Examen. Arnhem: CEVO. Retrieved from www.examenblad.nl

  • Chapman, Arthur. 2003. Camels, Diamonds and Counterfactuals: A Model for Teaching Causal Reasoning. Teaching History 112: 46–53.

    Google Scholar 

  • Commissie Historische en Maatschappelijke Vorming. 2001. Verleden, heden en toekomst [Past, Present and Future]. Enschede: SLO.

    Google Scholar 

  • Curriculum.nu. 2019. Vierde tussenproduct Ontwikkelteam Mens en Maatschappij [Fourth Interim Product Design Team Social Studies].

    Google Scholar 

  • Dalhuisen, Leo, and Kees Korevaar. 1971. De Methode van Onderzoek in het Geschiedenisonderwijs. [Research Methods in History Education]. The Hague: Van GoorZoons.

    Google Scholar 

  • Dalhuisen, Leo, and Jan van der Dussen. 1971. Wat is geschiedenis? [What Is History?]. Haarlem: Gottmer Uitgevers Groep.

    Google Scholar 

  • Dalhuisen, Leo, Piet Geurts, and Joop Toebes. 1977. Geschiedenis op School. Theorie en Praktijk [History at School. Theory and Practice]. Groningen: Wolters-Noordhoff.

    Google Scholar 

  • Dalthuisen, Leo. 1993. Geschiedenis: Wat is dat? [History: What Is It?]. Den Haag.

    Google Scholar 

  • De La Paz, Susan, and Daniel Wissinger. 2015. Effects of Genre and Content Knowledge on Historical Thinking with Academically Diverse High School Students. Journal of Experimental Education 83 (1): 110–129.

    Article  Google Scholar 

  • De, Leur, Carla van Boxtel Tessa, and Arie Wilschut. 2017. ‘I Saw Angry People and Broken Statues’: Historical Empathy in Secondary History Education. British Journal of Educational Studies 65 (3): 331–351.

    Article  Google Scholar 

  • Fuller, Frances, and Oliver Bown. 1975. Becoming a Teacher. In Teacher Education: Seventy-Fourth Yearbook of the National Society for the Study of Education, ed. Kevin Ryan, 25–52. Chicago: University of Chicago Press.

    Google Scholar 

  • Gestsdóttir, Susanna, Carla van Boxtel, and Jannet van Drie. 2018. Teaching Historical Thinking and Reasoning: Construction of an Observation Instrument. British Educational Research Journal 44 (6): 966–981.

    Article  Google Scholar 

  • Havekes, Harry, Arnoud Aardema, and Jan de Vries. 2010. Active Historical Thinking: Designing Learning Activities to Stimulate Domain-Specific Thinking. Teaching History 139: 52–59.

    Google Scholar 

  • Havekes, Harry, Carla van Boxtel, Peter-Arno Coppen, and Johan Luttenberg. 2012. Knowing and Doing History. A Conceptual Framework and Pedagogy for Teaching Historical Contextualisation. International Journal of Historical Learning, Teaching and Research 11 (1): 71–92.

    Google Scholar 

  • Huijgen, Tim, Carla van Boxtel, Wim van de Grift, and Holthuis Paul. 2017. Toward Historical Perspective Taking: Students’ Reasoning When Contextualizing the Actions of People in the Past. Theory & Research in Social Education 45 (1): 110–144.

    Article  Google Scholar 

  • Huijgen, Tim, Paul Holthuis, and Carla van Boxtel. 2018, Online First. Promoting Historical Contextualization: An Observational Study. Educational Studies. https://doi.org/10.1080/03055698.2018.1509771.

  • Körber, Andreas. 2015. Historical Consciousness, Historical Competencies—And Beyond? Some Conceptual Developments Within German History Didactics. 56S. http://nbn-resolving.de/urn:nbn:de:0111-pedocs-108118.

  • Korthagen, Fred. 2016. Pedagogy of Teacher Education. In International Handbook of Teacher Education, ed. John Loughran and Mary Lynn Hamilton, vol. 1, 311–346. Singapore: Springer Science.

    Chapter  Google Scholar 

  • Kropman, Marc, Jannet van Drie, and Carla van Boxtel. 2018. Multiperspectivity in the History Classroom. The Role of Narrative and Metaphor. In Narrative and Metaphor in Education. Looking Both Ways, ed. Michael Hanne and Anna Kaal, 63–75. Abingdon/New York: Routledge.

    Chapter  Google Scholar 

  • Lee, Peter. 2005. Putting Principles into Practice: Understanding History. In How Students Learn: History, Mathematics, and Science in the Classroom, ed. M. Suzanne Donovan and John D. Bransford, 31–77. Washington, DC: National Academies Press.

    Google Scholar 

  • Lévesque, Stéphane. 2008. Thinking Historically. Educating Students for the Twenty-First Century. Toronto: University of Toronto Press.

    Google Scholar 

  • Logtenberg, Albert. 2012. Questioning the Past. Student Questioning and Historical Reasoning. PhD Dissertation. Amsterdam: University of Amsterdam.

    Google Scholar 

  • Monte-Sano, Chauncey, and Christopher Budano. 2013. Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers’ Growth Over Three Years. Journal of the Learning Sciences 22 (2): 171–211.

    Article  Google Scholar 

  • Nokes, Jeffrey, Janice Dole, and Douglas Hacker. 2007. Teaching High School Students to Use Heuristics while Reading Historical Texts. Journal of Educational Psychology 99 (3): 492–504.

    Article  Google Scholar 

  • Paxton, Richard. 2002. The Influence of Author Visibility on High School Students Solving a Historical Problem. Cognition and Instruction 20 (2): 197–248.

    Article  Google Scholar 

  • Plomp, Tjeerd, and Nienke Nieveen, eds. 2009. An Introduction to Educational Design Research. Enschede: SLO.

    Google Scholar 

  • Reisman, Abby. 2012. Reading Like a Historian: A Document-Based History Curriculum Intervention in Urban High Schools. Cognition and Instruction 30 (1): 86–112.

    Article  Google Scholar 

  • Savenije, Geerte, Carla van Boxtel, and Maria Grever. 2014. Sensitive ‘Heritage’ of Slavery in a Multicultural Classroom: Pupils’ Ideas Regarding Significance. British Journal of Educational Studies 62 (2): 127–148.

    Article  Google Scholar 

  • Seixas, Peter. 2017. Historical Consciousness and Historical Thinking. In Palgrave Handbook of Research in Historical Culture and Education, ed. Mario Carretero, Stefan Berger, and Maria Grever, 59–72. London: Palgrave Macmillan.

    Chapter  Google Scholar 

  • Seixas, Peter, and Tom Morton. 2012. The Big Six Historical Thinking Concepts. Toronto: Nelson Education.

    Google Scholar 

  • Stoel, Gerhard, Jannet van Drie, and Carla van Boxtel. 2015. Teaching Towards Historical Expertise. Developing a Pedagogy for Fostering Causal Reasoning in History. Journal of Curriculum Studies 47 (1): 49–76.

    Article  Google Scholar 

  • ———. 2017a. The Effects of Explicit Teaching of Strategies, Second-Order Concepts, and Epistemological Underpinnings on Students’ Ability to Reason Causally in History. Journal of Educational Psychology 109 (3): 321–337.

    Article  Google Scholar 

  • Stoel, Gerhard, Albert Logtenberg, Bjorn Wansink, Tim Huijgen, Carla van Boxtel, and Jannet van Drie. 2017b. Measuring Epistemological Beliefs in History Education: An Exploration of Naïve and Nuanced Beliefs. International Journal of Educational Research 83: 120–134.

    Article  Google Scholar 

  • Tuithof, Hanneke. 2017. The Characteristics of Dutch Experienced History Teachers’ PCK in the Context of a Curriculum Innovation. PhD Dissertation. Utrecht: Utrecht University.

    Google Scholar 

  • van Boxtel, Carla, and Jannet van Drie. 2012. “That’s in the Time of the Romans!” Knowledge and Strategies Students Use to Contextualize Historical Images and Documents. Cognition and Instruction 30 (2): 113–145.

    Article  Google Scholar 

  • ———. 2018. Historical Reasoning: Conceptualizations and Educational Applications. In The Wiley International Handbook of History Teaching and Learning, ed. Scott A. Metzger and Lauren McArthur Harris, 149–176. New York: Wiley-Blackwell.

    Chapter  Google Scholar 

  • van Boxtel, Carla. 2019. Historical Consciousness. A Learning and Teaching Perspective from the Netherlands. In Contemplating Historical Consciousness. Notes from the Field, ed. Anna Clark and Carla Peck, 61–75. New York: Berghahn.

    Google Scholar 

  • van Drie, Jannet, and Carla van Boxtel. 2008. Historical Reasoning: Towards a Framework for Analyzing Students’ Reasoning About the Past. Educational Psychology Review 20 (2): 87–110.

    Article  Google Scholar 

  • van Drie, Jannet, Carla van Boxtel, Jos Jaspers, and Gellof Kanselaar. 2005. Effects of Representational Guidance on Domain Specific Reasoning in CSCL. Computers in Human Behaviour 21 (4): 575–602.

    Article  Google Scholar 

  • van Hover, Stephanie, and David Hicks. 2018. History Teacher Preparation and Professional Development. In The Wiley International Handbook of History Teaching and Learning, ed. Scott A. Metzger and Lauren McArthur Harris, 391–418. New York: Wiley-Blackwell.

    Google Scholar 

  • van Kesteren, Baukje. 1993. Applications of de Groot’s ‘Learner Report’: A Tool to Identify Educational Objectives and Learning Experiences. Studies in Educational Evaluation 19: 65–86.

    Article  Google Scholar 

  • van Straaten, Dick, ed. 2016. Historisch Denken. Basisboek voor de Vakdocent [Historical Thinking. Handbook for the History Teacher]. Assen: Van Gorcum.

    Google Scholar 

  • Vereniging van Docenten Geschiedenis en Staatsinrichting in Nederland. 2018. Bij de Tijd 3. Geschiedenisonderwijs voor de toekomst [Up to Date 3. History Education for the Future].

    Google Scholar 

  • Voet, Michiel, and Bram de Wever. 2017. Preparing Pre-service History Teachers for Organizing Inquiry-Based Learning: The Effects of an Introductory Training Program. Teaching and Teacher Education 63: 206–217.

    Article  Google Scholar 

  • ———. 2018. Effects of Immersion in Inquiry-Based Learning on Student Teachers’ Educational Beliefs. Instructional Science 46 (3): 383–403.

    Article  Google Scholar 

  • Wansink, Bjorn, Sanne Akkerman, and Theo Wubbels. 2016. The Certainty Paradox of Student History Teachers: Balancing Between Historical Facts and Interpretation. Teaching and Teacher Education 56: 94–105.

    Article  Google Scholar 

  • Werkgroep Implementatie Eindexamen Geschiedenis. 2000. Dat is Geschiedenis [That’s History]. Den Haag.

    Google Scholar 

  • Wilschut, Arie. 2010. History at the Mercy of Politicians and Ideologies: Germany, England and the Netherlands in the 19th and 20th Centuries. Journal of Curriculum Studies 42 (5): 693–723.

    Article  Google Scholar 

  • Wineburg, Sam. 1991. Historical Problem Solving: A Study of the Cognitive Processes Used in the Evaluation of Documentary and Pictorial Evidence. Journal of Educational Psychology 83: 73–87.

    Article  Google Scholar 

Download references

Acknowledgments

We thank Gijs van Gaans and Dave Kuijpers, history teacher educators at the University of Applied Sciences Fontys Tilburg, for sharing the curriculum of their teacher education program and their experiences with historical reasoning as a core component of this program.

Author information

Authors and Affiliations

  1. Research Institute of Child Development and Education/Amsterdam School of Historical Studies, University of Amsterdam, Amsterdam, The Netherlands

    Carla van Boxtel

  2. Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands

    Jannet van Drie & Gerhard Stoel

Authors
  1. Carla van Boxtel
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jannet van Drie
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Gerhard Stoel
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Carla van Boxtel .

Editor information

Editors and Affiliations

  1. Department of Liberal Arts, Rocky Mountain College of Art + Design, Denver, CO, USA

    Christopher W. Berg

  2. The Richard W. Riley College of Education and Leadership, Walden University, Minneapolis, MN, USA

    Christopher W. Berg

  3. Faculty of Education, Queen’s University, Kingston, ON, Canada

    Theodore M. Christou

Rights and permissions

Reprints and permissions

Copyright information

© 2020 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

van Boxtel, C., van Drie, J., Stoel, G. (2020). Improving Teachers’ Proficiency in Teaching Historical Thinking. In: Berg, C.W., Christou, T.M. (eds) The Palgrave Handbook of History and Social Studies Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-37210-1_5

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-37210-1_5

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-37209-5

  • Online ISBN: 978-3-030-37210-1

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation