Abstract
This chapter explores the specific form of historical thinking taken up in the recently formed Australian Curriculum (as an example from the Anglosphere), and the related idea of historical competencies influencing curriculum in Switzerland (as an example from the German-speaking world). It then turns to the research on teachers’ epistemic beliefs and their impact upon teaching practice, arguing that attending to pre-service History teachers’ epistemic cognition is important in the development of history teachers. The chapter then re-examines the original conception of “historical consciousness” as understood in the Germanic hermeneutic tradition, demonstrating a link with epistemic cognition. The chapter concludes by arguing that pre-service teachers ought to be engaged in explorations of their individual epistemological cognitions, and that this is a necessary aspect of developing their historical thinking as “historically conscious” History teachers for the twenty-first century.
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Notes
- 1.
Anna Clark, “Scholarly Historical Practice and Disciplinary Method.” In Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness, ed. Tim Allender, Anna Clark and Robert Parkes (Sydney: Allen & Unwin, 2019), 47.
- 2.
See for example: Stéphane Lévesque. Thinking Historically: Educating Students for the Twenty-First Century. (Toronto, CA: University of Toronto Press, 2008); and Karl-Ernst Jeismann. “Geschichtsbewusstsein als zentrale Kategorie der Didaktik des Geschichtsunterrichts.” In Jeismann, Karl-Ernst, Geschichte und Bildung. Beiträge zur Geschichtsdidaktik und zur Historischen Bildungsforschung, edited and introduced by Wolfgang Jakobmeyer and Bernd Schönemann (Paderborn: Schöningh, 2000), 48.
- 3.
Christine Counsell, “Historical Knowledge and Historical Skills: A Distracting Dichotomy.” In Issues in History Teaching, edited by James Arthur and Robert Phillips. (London: Routledge, 2000), 52–71.
- 4.
Meg Gorzycki, Linda Elder, and Richard Paul. Historical Thinking: Bringing Critical Thinking Explicitly into the Heart of Historical Study. (Tomales, California: Foundation for Critical Thinking Press, 2013); Günther-Arndt, Hilke and Meik Zülsdorf-Kersting.Geschichtsdidaktik: Praxishandbuch für die Sekundarstufe I und II, 6th fully revised edition. (Berlin: Cornelsen Scriptor, 2014).
- 5.
On the “historiographic gaze,” see Robert J. Parkes, Interrupting History: Rethinking History Curriculum after ‘the End of History.’ (New York: Peter Lang, 2011). On “historical consciousness,” see Hans-Georg Gadamer. Truth and Method. Translated by J. Weinsheimer and D. G. Marshall. (New York: Crossroad, 1992); Rüsen, Jörn. Historik: Theorie der Geschichtswissenschaft. (Köln: Böhlau, 2013); and Jeismann, Karl-Ernst “Geschichtsbewusstsein als Zentrale Kategorie der Didaktik des Geschichtsunterrichts.” In Jeismann, Karl-Ernst, Geschichte und Bildung. Beiträge zur Geschichtsdidaktik und zur Historischen Bildungsforschung, edited and introduced by Wolfgang Jakobmeyer and Bernd Schönemann (Paderborn: Schöningh, 2000), 46–72.
- 6.
Two influential discussions documenting the loss of confidence in institutional knowledge come from Jean-Francois Lyotard, The Postmodern Condition: A Report on Knowledge. Translated by G. Bennington and B. Massumi. (Minneapolis: University of Minnesota, 1979); and Jason Harsin, “Post-Truth and Critical Communication Studies.” Oxford Research Encyclopedia of Communication. December (2018). https://doi.org/10.1093/acrefore/9780190228613.013.757. There is also a body of work that addresses this same issue in relation to historical knowledge specifically, including: Keith Windschuttle, The Killing of History: How Literary Critics and Social Theorists Are Murdering Our Past. (New York: The Free Press, 1996); Richard J. Evans, In Defence of History. (London: Granta Books, 1997); Lipstadt, Deborah E. Denying the Holocaust: The Growing Assault on Memory and Truth. (New York: Plume, 1994); C. Behan McCullagh, The Logic of History: Putting Postmodernism in Perspective. (London: Routledge, 2004).
- 7.
Tony Taylor and Robert Guyver, eds. History Wars in the Classroom: Global Perspectives. (London: Information Age Publishing, 2011), xii.
- 8.
Peter Seixas, “Schweigen! Die Kinder! Or Does Postmodern History Have a Place in the Schools?” In Knowing, Teaching, and Learning History: National and International Perspectives, edited by Peter N. Stearns, Peter Seixas and Sam Wineburg, (New York: New York University Press, 2000), 19–37.
- 9.
In the English literature, see Rob Siebörger, “Fake News, Alternative Facts, History Education.” Public History Weekly 5 (2017): 8. https://doi.org/10.1515/phw-2017-8548; and Sam Wineburg, Why Learn History (When It’s Already on Your Phone). (Chicago and London: The University of Chicago Press, 2018); and Bruce A. VanSledright, The Challenge of Rethinking History Education: On Practices, Theories, and Policy. (New York: Routledge, 2011). In the German language literature see Moller, Sabine. Zeitgeschichte sehen: Die Aneignung von Vergangenheit durch Filme und ihre Zuschauer. (Berlin: Bertz+Fischer, 2018); and Jan Hodel, Verkürzen und Verknüpfen: Geschichte als Netz narrativer Fragmente: wie Jugendliche digitale Netzmedien für die Erstellung von Referaten im Geschichts unterricht verwenden (Bern: hep, 2013).
- 10.
Jörn Rüsen, Historische Orientierung: Über die Arbeit des Geschichtsbewusstseins, sich in der Zeit zurechtzufinden, 2., überarb. Aufl., Forum Historisches Lernen (Schwalbach/Ts: Wochenschau, 2008).
- 11.
Franz E. Weinert, ed. Leistungsmessungen in Schulen (Weinheim& Basel: Beltz, 2001).
- 12.
John Hattie, Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement. (London: Routledge, 2008).
- 13.
Elisabeth Erdmann, and Wolfgang Hassberg, eds. Facing – Mapping – Bridging Diversity, Foundation of a European Discourse on History Education, 1 (Schwalbach/Ts.: Wochenschau, 2011).
- 14.
See for example: Carol Bertram, “Exploring an Historical Gaze: A Language of Description for the Practice of School History,” Journal of Curriculum Studies 44, no. 3 (2012): 429–42; Anna Clark, “Teaching the Nation’s Story: Comparing Public Debates and Classroom Perspectives on History Education in Australia and Canada,” Journal of Curriculum Studies 41, no. 6 (2009): 745–62; Carla van Boxtel, and Jannet van Drie, “Historical Reasoning: A Comparison of How Experts and Novices Contextualise Historical Sources,” International Journal of Historical Learning, Teaching and Research 4, no. 2 (2004); and VanSledright, The Challenge of Rethinking History Education.
- 15.
See Dennis Shemilt, Evaluation Study: Schools Council History 13–16 Project. (Edinburgh: Holmes McDougall, 1980); and Dennis Shemilt, “Adolescent Ideas About Evidence and Methodology in History.” In The History Curriculum for Teachers, Christopher Portal, Ed. (London: Falmer, 1987) 29–61; and Peter Lee and Dennis Shemilt, “A Scaffold, Not a Cage: Progression and Progression Models in History.” Teaching History, no. 113 (2003): 13–23.
- 16.
As a sample of their work, see VanSledright, The Challenge of Rethinking History Education: On Practices, Theories and Policy (New York: Routledge, 2011); Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past (Philadelphia: Temple University Press, 2001); Linda S. Levstik and Keith C. Barton, Doing History: Investigating with Children in Elementary and Middle Schools (Mahwah, NJ: Lawrence Erlbaum Associates, 2001); Peter Seixas and Tom Morton, The Big Six Historical Thinking Concepts (USA: Nelson, 2012); Carla van Boxtel and Jan van Drie. “Historical Reasoning: A Comparison of How Experts and Novices Contextualise Historical Sources,” International Journal of Historical Learning, Teaching and Research 4, no. 2 (2004).
- 17.
Robert J. Parkes and Debra Donnelly. “Changing Conceptions of Historical Thinking in History Education: An Australian Case Study.” Revista Tempo e Argumento 6, no. 11 (2014): 113–36.
- 18.
On the politics of history curriculum change in Australia, see Robert J. Parkes, “Teaching History as Historiography: Engaging Narrative Diversity in the Curriculum,” International Journal of Historical Learning, Teaching and Research 8, no. 2 (2009): 118–32; and on the “history wars” Stuart Macintyre and Anna Clark, The History Wars (Melbourne: Melbourne University Press, 2003).
- 19.
To read the Prime Minister’s Australia Day speech, see John Howard, “Unity Vital in Battle against Terrorism.” The Sydney Morning Herald (Sydney), 26th January 2006, 1st, 11; and to understand its political and practical consequences in an attempt to shape curriculum, see Tony Taylor, “Howard’s End: A Narrative Memoir of Political Contrivance, Neoconservative Ideology and the Australian History Curriculum,” Curriculum Journal 20, no. 4 (2009): 317–29. https://doi.org/10.1080/09585170903424765
- 20.
Robert J. Parkes, “What Paradigms Inform the Review of the Australian Curriculum: History? What Does This Mean for the Possibilities of Critical and Effective Histories in Australian Education?” Curriculum Perspectives 35, no. 1 (2015): 52–54.
- 21.
See Peter Seixas, “The Historical Thinking Project.” Accessed: 25 July 2019. http://historicalthinking.ca/about-historical-thinking-project
- 22.
See the following: Waltraud Schreiber, Andreas Körber, Bodo von Borries, Reinhard Krammer, Sybilla Leutner-Ramme, Sylvia Mebus, Alexander Schöner, and Béatrice Ziegler, “Historisches Denken. Ein Kompetenz-Strukturmodell (Basisbeitrag).” In Kompetenzen: 2. Kompetenzen Historischen Denkens: Ein Strukturmodell als Beitrag zur Kompetenzorientierung in der Geschichtsdidaktik, edited by Andreas Körber, Waltraud Schreiber and Alexander Schöner (Neuried: Ars Una, 2007), 17–53; Andreas Körber, Kompetenzen Historischen Denkens. Ein Strukturmodell als Beitrag zur Kompetenzorientierung in der Geschichtsdidaktik (Neuried: Ars Una, 2007); Peter Gautschi, Guter Geschichtsunterricht (Schwalbach/Ts.: Wochenschau, 2009); and Ulrich Trautwein, Christiane Bertram, Bodo von Borries, Nicola Brauch, Matthias Hirsch, Kathrin Klausmeier, Andreas Körber, Christoph Küberger, Johannes, Meyer-Hamme, Martin Merkt, Herbert Neureiter, Stephan Schwan, Waltraud Schreiber, Wolfgang Wagner, Monika Waldis, Michael Werner, Béatrice Ziegler, and Andreas Zuckowsky. Kompetenzen historischen Denkens erfassen. Konzeption, Operationalisierung und Befunde des Projekts “Historical Thinking – Competencies in History” (HiTCH) (Münster: Waxmann, 2017).
- 23.
Marko Demantowsky, “Jenseits des Kompetenzkonsenses.” In: Handro, Saskia, & Bernd Schönemann (Eds.): Aus der Geschichte lernen? Weisse Flecken der Kompetenzdebatte (Berlin: Lit, 2016) 21–35; Thünemann Holger, “Probleme und Perspektiven der geschichtsdidaktischen Kompetenzdebatte.” In Aus der Geschichte lernen. Weisse Flecken der Kompetenzdebatte, edited by Saskia Handro and Bernd Schönemann (Berlin: Lit, 2016) 37–51; Andreas Körber, Historical Consciousness, Historical Competencies – and Beyond? Some Conceptual Development within German History Didactics (Deutsches Institut für Internationale Pädagogische Forschung, 2015). Retrieved from http://www.pedocs.de/volltexte/2015/10811/pdf/Koerber_2015_Development_German_History_Didactics.pdf
- 24.
For the original concept, see Jörn Rüsen, Lebendige Geschichte. Grundzüge einer Historik III: Formen und Funktionen des historischen Wissens (Göttingen: Vandenhoeck & Ruprecht, 1989) 94; and its take up, see Körber, Historical consciousness, historical competencies – and beyond?.
- 25.
The German acronym “FUER” stands for “Research and Development of Reflexive and Self-Reflexive Historical Consciousness” and gathers history education scholars from Germany, Switzerland, and Austria. Ulrich Trautwein, et al. (2017); Gesellschaft Didaktik des Sachunterichts (GDSU); M. Kübler, “Historisches Lernen von vier- bis zwölfjährigen Kindern im Deutschschweizerischen Lehrplan 21.” In: Monika Fenn, Ed. Frühes Historisches Lernen. Projekte und Perspektiven empirischer Forschung (Frankfurt: Wochenschau, 2017) 296–314; and P. Gautschi, Guter Geschichtsunterricht (Schwalbach/Ts.: Wochenschau, 2009).
- 26.
Nadine Fink and Peter Gautschi, “Geschichtsunterricht in der Schweiz.” Geschichte in Wissenschaft und Unterricht, no. 3/4 (2017): 154–71.
- 27.
Barbara K. Hofer, “Epistemological Understanding as a Metacognitive Process. Thinking Aloud During Online Searching.” Educational Psychologist 39, no. 1 (2004): 43; and Barbara K. Hofer and Paul R. Pintrich, “The Development of Epistemological Theories: Beliefs about Knowledge and Knowing and their Relation to Learning.” Review of Educational Research 67 (1997): 88–140.
- 28.
See Mariene Schommer and Kiersten Walker, “Are epistemological beliefs similar across domains?” Journal of Educational Psychology 87, no. 3 (1995): 424–432; and work from over the past decade including: Jeffrey A. Greene, William A. Sandoval, and Ivar Bråten, Eds., Handbook of epistemic cognition (New York, NY: Routledge, 2016); Joanne Brownlee, Gregg Schraw, and Donna Berthelsen. (Eds.) Personal Epistemology and Teacher Education (New York: Routledge, 2011); Joanne M. Brownlee, Sue Walker and Julia Mascadri, “Personal Epistemologies and Teaching” In Helenrose Fives and Michael Gregoire-Gill, Eds., International Handbook of Research on Teachers’ Beliefs (New York: Routledge, 2011).
- 29.
Michael Weinstock, Dorothe Kienhues, Florian C. Feucht, and Mary Ryan, “Informed Reflexivity: Enacting Epistemic Virtue” Educational Psychologist 52, no. 4 (2017): 284–298.
- 30.
From the Netherlands, see: Michiel Voet and Bram De Wever, “History Teachers’ Conceptions of Inquiry-Based Learning, Beliefs about the Nature of History, and their Relation to the Classroom Context,” Teaching and Teacher Education 55 (2016): 57–67; Bjorn G. J. Wansink, Sanne F. Akkerman, Jan D. Vermunt, Jacques P. P. Haenen and Theo Wubbels “Epistemological Tensions in Prospective Dutch History Teachers’ Beliefs about the Objectives of Secondary Education,” Journal of Social Studies Research 41, no. 1 (2017): 11–24; Bjorn G. J. 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; and 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. From Switzerland see: Martin Nitsche, “Geschichtstheoretische und –didaktische Überzeugungen von Lehrpersonen. Begriffliche und empirische Annäherungen an ein Fallbeispiel” In Historisches Erzählen und Lernen. Historische, theoretische, empirische und pragmatische Erkundungen, eds. Martin Buchsteiner and Martin Nitsche (Wiesbaden: Springer VS, 2016) 159–196; Martin Nitsche, “Geschichtstheoretische und -didaktische Beliefs angehender und erfahrener Lehrpersonen. Einblicke in den Forschungsstand, die Entwicklung der Erhebungsinstrumente und erste Ergebnisse.” In Geschichtsunterricht – Geschichtsschulbücher – Geschichtskultur. Aktuelle geschichtsdidaktische Forschung des wissenschaftlichen Nachwuchses (Beihefte zur Zeitschrift für Geschichtsdidaktik 15), edited by Uwe Danker (Göttingen: Vandenhoeck & Ruprecht, 2017), 85–106; Martin Nitsche, Beliefs von Geschichtslehrpersonen. Eine Triangulationsstudie (Bern: Hepverlag, 2019); and Martin Nitsche and Monika Waldis, “Geschichtstheoretische und -didaktische Beliefs von angehenden Geschichts Lehrpersonen in Deutschland und in der Deutschschweiz. Erste Ergebnisse Quantitativer Erhebungen” In Forschungswerkstatt Geschichtsdidaktik 15. Beiträge zur Tagung “Geschichtsdidaktik Empirisch 15” (Geschichtsdidaktik heute 08), edited by Monika Waldis and Béatrice Ziegler (Bern: hep, 2017), 136–150.
- 31.
See Liliana Maggioni, Bruce VanSledright, and Patricia Alexander, “Walking on the Borders: A Measure of Epistemic Cognition in History,” The Journal of Experimental Education 77, no. 3 (2009): 187–213; and Jeremy D. Stoddard, “The Roles of Epistemology and Ideology in Teachers’ Pedagogy with Historical ‘Media’,” Teachers and Teaching: Theory and Practice 16, no. 1 (2010): 153–171.
- 32.
Barbara K. Hofer, “Personal Epistemology Research: Implications for Learning and Teaching,” Journal of Educational Psychology Review 13, no. 4 (2001): 353–383.
- 33.
On the issues for student teachers, see Christopher C. Martell, “Learning to Teach History as Interpretation: A Longitudinal Study of Beginning Teachers,” The Journal of Social Studies Research 37, no. 1 (2013): 17–31; Jennifer H. James, “Teachers as Protectors: Making Sense of Preservice Teachers’ Resistance to Interpretation in Elementary History Teaching” Theory and Research in Social Education 36, no. 3 (2008): 172–205; Susan M. Johnson and S. Birkeland, “Seeking Success with Students.” In Susan M. Johnson (ed.). Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools (San Francisco: Jossey Bass, 2004) 69–90; and Chauncey Monte-Sano and Melissa Cochran. “Attention to Learners, Subject, or Teaching: What Takes Precedence as Preservice Teachers Learn to Teach Historical Thinking and Reading?” Theory and Research in Social Education 37 no. 1 (2009): 101–135. On the Problem of the Null Curriculum, see the classic text by Elliot W. Eisner, The Educational Imagination: On the Design and Evaluation of School Programs (New York: Macmillan Publishing, 1979).
- 34.
James V. Wertsch, “Texts of Memory and Texts of History,” L2 Journal 4, no. 1 (2012): 10–11.
- 35.
Eli Gottlieb and Sam Wineburg, “Between Veritas and Communitas: Epistemic Switching in the Reading of Academic and Sacred History,” Journal of the Learning Sciences 21, no. 1 (2012): 84. https://doi.org/10.1080/10508406.2011.582376
- 36.
Karl-Ernst Jeismann, “Geschichte und Bildung. Beiträge zur Geschichtsdidaktik und zur Historischen Bildungsforschung,” 2000. Rüsen Jörn, History: Narration – Interpretation – Orientation (New York: Berghahn Books, 2005).
- 37.
Hans J. Goertz, Unsichere Geschichte. Zur Theorie Historischer Referentialität. (Stuttgart: Reclam, 2001); and Rüsen, “Historik: Theorie der Geschichtswissenschaft,” 2013.
- 38.
Keith Jenkins, On “What Is History?”: From Carr and Elton to Rorty and White (London: Routledge, 1995) 173. See also Reinhart Koselleck, “Vom Sinn und Unsinn der Geschichte.” In Reinhart Koselleck. Vom Sinn und Unsinn der Geschichte: Aufsätze und Vorträge aus vier Jahrzehnten, ed. Carsten Dutt (Berlin: Suhrkamp, 2014), 9–31.
- 39.
Hans Kellner, Language and Historical Representation (Madison: University of Wisconsin Press, 1989), x.
- 40.
Louis O. Mink, “Narrative Form as a Cognitive Instrument.” In The History and Narrative Reader, edited by Geoffrey Roberts (London: Routledge, 1978/2001), 211–20.
- 41.
To understand the narrative impositionalist view, see Alun Munslow, Deconstructing History (London: Routledge, 1997), 96; and Andrew P. Norman, “Telling It Like It Was: Historical Narratives on Their Own Terms,” History and Theory 30, no. 2 (1991), 119–135. For the alternative view, see David Carr, “Narrative and the Real World: An Argument for Continuity.” In The History and Narrative Reader, edited by Geoffrey Roberts (London: Routledge, 2001), 143–56.
- 42.
See: Jörn Rüsen, History: Narration – Interpretation – Orientation (New York: Berghahn Books, 2005); or Jörn Rüsen, “Historical Consciousness: Narrative Structure, Moral Function, and Ontogenetic Development.” In Theorizing Historical Consciousness, ed. Peter Seixas (Toronto: University of Toronto Press, 2004), 63–85.
- 43.
See Foucault’s claim that we are “totally imprinted by history” in Michel Foucault, “Nietzsche, Genealogy, History.” Translated by Donald F. Brouchard and Sherry Simon, In Essential Works of Foucault 1954–1984, ed. James D. Faubion (London: Penguin Books, 1971/1994) 376; or Althusser’s notion of interpellation in Louis Althusser, “Ideology and Ideological State Apparatuses (Notes Towards an Investigation).” Translated by B Brewster. In Lenin and Philosophy and Other Essays, edited by Louis Althusser (New York: Monthly Review Press, 1971), 127–86. On mnemonic communities, see James V. Wertsch, “Texts of Memory, Texts of History,” 2012: 10.
- 44.
Avner Segall, “What’s the Purpose of Teaching a Discipline, Anyway?” In Social Studies – the Next Generation: Re-Searching in the Postmodern, edited by Avner Segall, Elizabeth E. Heilman and Cleo H. Cherryholmes (New York: Peter Lang, 2006), 125–39; Reinhart Koselleck, “Standortbindung und Zeitlichkeit. Ein Beitrag zur historiographischen Erschliessung der geschichtlichen Welt.” In Reinhart Koselleck. VergangeneZukunft: zur Semantik geschichtlicher Zeiten (Frankfurt am Main: Suhrkamp, 1989), 176–207.
- 45.
Reinhart Koselleck, ““Erfahrungsraum” und “Erwartungshorizont” – Zwei Historische Kategorien.” In Reinhart Koselleck. Vergangene Zukunft: zur Semantik Geschichtlicher Zeiten (Frankfurt am Main: Suhrkamp, 1989), 349–75; Christophe Bouton, “The Critical Theory of History: Rethinking the Philosophy of History in the Light of Koselleck’s Work.” History and Theory 55, no. 2 (2016): 163–84.
- 46.
Hans-Georg Gadamer, “Truth and Method,” 1992: 278. Although much work has been done in the German tradition since Gadamer, we return to Gadamer here as the touchstone for a particular line of thought in the hermeneutic tradition that is readily accessible in English translation, and the starting point for work that has come since.
- 47.
Chris Lawn and Niall Keane, The Gadamer dictionary (London: Continuum International Publishing Group, 2011): 115.
- 48.
Hans-Georg Gadamer, “Truth and Method,” 1992, 284.
- 49.
Ibid., 295.
- 50.
Ibid., 228.
- 51.
Ibid., 291.
- 52.
Ibid., 300.
- 53.
Jocelyn Létourneau, “Remembering Our Past: An Examination of the Historical Memory of Young Québécois.” In To the Past: History Education, Public Memory, & Citizenship in Canada, edited by Ruth Sandwell (Toronto: University of Toronto Press, 2006), 70–87.
- 54.
Jörn Rüsen, “History: Narration – Interpretation – Orientation.” 2005.
- 55.
Robert J. Parkes (2011: 99–126).
- 56.
See Peter Seixas, Benchmarks of Historical Thinking: A Framework for Assessment in Canada (Centre for the Study of Historical Consciousness, University of British Columbia: Vancouver, CA, 2006); and for the uses of history, Robert Thorp, “Towards an Epistemological Theory of Historical Consciousness,” Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education 1, no. 1 (2014): 20–31.
- 57.
Hans-Georg Gadamer, “Truth and Method,” 1992, 306 and 336.
- 58.
Peter Lee, “History Teaching and the Philosophy of History.” History and Theory XXII, no. 4 (1983): 48.
- 59.
See for example, Thomas D. Fallace, “Once More unto the Breach: Trying to Get Preservice Teachers to Link Historiographical Knowledge to Pedagogy.” Theory & Research in Social Education 35, no. 3 (2012): 427–46; Hilke Günther-Arndt and Meik Zülsdorf-Kersting, 2014; Andreas Körber, Waltraud Schreiber, and Alexander Schöner. (Eds.). Kompetenzen Historischen Denkens. Ein Strukturmodell als Beitrag zur Kompetenzorientierung in der Geschichtsdidaktik (Neuried: Ars Una, 2007); Michael G. Lovorn, “Historiography in the Methods Course: Training Preservice History Teachers to Evaluate Local Historical Commemorations.” The History Teacher 45, no. 4 (2012): 569–79; Robert J. Parkes (2009); John Whitehouse, “Teaching the Historians: How Might Historiography Shape the Practice of Teachers?” Agora (Sungraphô) 43 (2008): 4–8; and Kaya Yilmaz, “Social Studies Teachers’ Conceptions of History: Calling on Historiography,” The Journal of Educational Research 101, no. 3 (2008): 158–76.
- 60.
Klaus Bergmann, Multiperspektivität. Geschichte selber denken (Schwalbach/Ts.: Wochenschau, 2000); Martin Lücke, “Multiperspektivität, Kontroversität, Pluralität.” In Michele Barricelli and Martin Lücke. Handbuch Praxis des Geschichtsunterrichts, 2nd edition (Schwalbach/Ts.: Wochenschau, 2017), 281–88.
- 61.
Christian Mathis, ‘Irgendwie ist doch da mal jemand geköpft worden’: Didaktische Rekonstruktion der Französischen Revolution und der historischen Kategorie Wandel, 44, Beiträge zur Didaktischen Rekonstruktion (Baltmannsweiler: Schneider Hohengehren, 2015) 233–237; and Christian Mathis, “The Revolution Is Not Over Yet.” German Speaking Ninth Graders’ Conceptions of The French Revolution,” History Education Research Journal 14, no. 1 (2016): 81–92.
- 62.
Robert J. Parkes (2009); and Robert J. Parkes, “Developing Your Approach to Teaching History.” In Tim Allender, Anna Clark and Robert Parkes, Eds., Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness (Sydney: Allen & Unwin, 2019), 72–88.
- 63.
Barbara K. Hofer, “Shaping the Epistemology of Teacher Practice Through Reflection and Reflexivity.” Educational Psychologist 52, no. 4 (2017): 299–306.
- 64.
Michael Weinstock, Dorothe Kienhues, Florian C. Feucht, and Mary Ryan, “Informed Reflexivity: Enacting Epistemic Virtue,” 2017: 284.
- 65.
Betty Achinstein and Bradley Fogo, “Mentoring Novices’ Teaching of Historical Reasoning: Opportunities for Pedagogical Content Knowledge Development through Mentor-Facilitated Practice,” Teaching and Teacher Education 45 (2015): 45–58.
- 66.
Barbara K. Hofer and Paul R. Pintrich, “The Development of Epistemological Theories: Beliefs about Knowledge and Knowing and their Relation to Learning,” 1997: 88–140; Barbara K. Hofer, “Shaping the Epistemology of Teacher Practice Through Reflection and Reflexivity,” 2017: 299–306; Martin Nitsche, “Geschichtstheoretische und -didaktische Beliefs angehender und erfahrener Lehrpersonen. Einblicke in den Forschungsstand, die Entwicklung der Erhebungsinstrumente und erste Ergebnisse,” 2017: 85–106; Martin Nitsche, “Geschichtstheoretische und – didaktische Überzeugungen von Lehrpersonen. Begriffliche und empirische Annäherungen an ein Fallbeispiel,” 2016: 159–196; Martin Nitsche, “Beliefs von Geschichtslehrpersonen. Eine Triangulationsstudie,” 2019.
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Mathis, C., Parkes, R. (2020). Historical Thinking, Epistemic Cognition, and History Teacher Education. 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_9
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