Historiographical Thinking: Towards a New Approach to Preparing History Teachers

Fallace, Thomas D.; Neem, Johann N.

doi:10.1080/00933104.2005.10473285

Cited by 26 publications

(25 citation statements)

References 30 publications

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“…While historians have this ability, his study demonstrated that successful high school students of history may not. Fallace and Neem (2005) suggest that when historians read a text they go beyond reading just for subtext. In Wineburg's study, the one historian he interviewed who was in his area of expertise (Early America) when reading the presented document, remarked, "What I think of is a book I read by Jack Rakove talking about how one of the problems at the time was getting the colonies to hang together" (p. 498).…”

Section: Modes Of Disciplinary Thinkingmentioning

confidence: 98%

“…Underlying the course was a distinction between different types of disciplinary thinking in history (see Fallace and Neem, 2005). Historiology is the study of the epistemological and ontological value of the past and its relationship to the historian's craft (the process of writing Downloaded by [University of Stellenbosch] at 18:02 04 October 2014 history).…”

Section: Modes Of Disciplinary Thinkingmentioning

confidence: 99%

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Once More unto the Breach: Trying to Get Preservice Teachers to Link Historiographical Knowledge to Pedagogy

Fallace¹

2007

Theory & Research in Social Education

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This essay describes the results of an experimental class co-taught by an historian and a social studies educator. The class was designed to accomplish two things: to narrow the gap in disciplinary thinking between preservice teachers and historians, and to overcome the preservice teachers' compartmentalized thinking about the nature of their newly acquired historical knowledge and the teaching of it. Through an analysis of the teacher candidates' final projects, which included an historiographic essay, rationale statement, and teaching unit, I demonstrate that the course was only marginally successful with the first objective, but considerably more successful in achieving the second. I suggest that disciplinary thinking may be more useful as a means of improving pedagogy than as an end in itself, and I conclude with a reflection on how the course could have been strengthened.

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Section: Modes Of Disciplinary Thinkingmentioning

confidence: 98%

Section: Modes Of Disciplinary Thinkingmentioning

confidence: 99%

Once More unto the Breach: Trying to Get Preservice Teachers to Link Historiographical Knowledge to Pedagogy

Fallace¹

2007

Theory & Research in Social Education

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“…Generally, epistemological beliefs refer to conceptions of the nature of knowledge and knowing (Pintrich, 2002). Building upon the ideas of Perry (1970), many scholars in the domain of history education distinguish between less and more sophisticated beliefs (Fallace & Neem, 2005 Van Sledright & reddy, 2014). Well-known is the study of maggioni et al (2009), describing a three-stance model in which pupils can develop from a copier stance (historical knowledge is a 'copy' of the past) to a relativist stance (historical knowledge is merely a matter of opinion), and from a relativist to a criterialist stance (historical knowledge is interpretative, but also restrained by disciplinary criteria).…”

Section: Historical Thinking and Epistemologymentioning

confidence: 99%

Topic variability and criteria in interpretational history teaching

Wansink

Akkerman

Wubbels

2016

Journal of Curriculum Studies

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This paper studies the teacher perceived applicability of historical topics for interpretational history teaching and the criteria teachers use to evaluate this applicability. For this study, 15 expert history teachers in the Netherlands striving for interpretational history teaching were purposefully selected. Teachers were asked to mention historical topics using a ranking task technique to rank topics in order of applicability and to elaborate on how the topics were ranked. The results showed a large variation in perceived applicability among topics, both within and between teachers. Eight different topicapplicability criteria were discerned in the teachers' elaborations: (1) topic knowledge; (2) topic affinity; (3) topic constructedness; (4) topic deconstructability; (5) topic abstractedness; (6) topic sensitivity; (7) topic materials; and (8) topic inclusion in the history curriculum. We found that teachers tended to judge topics as applicable for interpretational history teaching partly depending on the degree of 'canonised interpretativity' in lesson materials and the curriculum, and to the degree to which they belonged to 'cold' (morally neutral) or 'hot' (morally sensitive) history. A theoretical implication of the findings is that interpretational history teaching is topic-dependent. Teachers can be supported to teach history as interpretation by structured pedagogies.

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“…Although we may read about particular actionresearch or classroom projects in various Canadian settings (Cardin, Éthier, & Meunier, 2010;Lévesque, 2003Lévesque, , 2009Peck & Seixas 2008;Seixas, 1993a), we lack a more global perspective on teachers' historical consciousness as evidenced by their background knowledge, their perceptions of the trustworthiness of sources, their experiences in the history classroom, and their vision of school history. 1 Indeed, growing research has suggested that knowing history is more complex than mastering vast historical facts, as is bridging the gap between novice and expert harder than overcoming the disparity between disciplinary knowledge and pedagogy among future teachers (Fallace 2007(Fallace , 2009Fallace & Neem, 2005). As Barton and Levstik (2003) suggested, exemplary history teachers possess and deploy strategic forms of knowledge, which implies "doing history"; engaging learners in historical activities and inquiries, sourcing historical information, assessing the value of sources, and considering various perspectives.…”

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confidence: 99%

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

Lévesque

Zanazanian

2016

mje

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Cet article s’intéresse à la conscience historique des futurs professeurs d’histoire au Canada. Réalisée auprès de participants bénévoles (N=233) à l’aide d’un outil de sondage en ligne s’inspirant de la recherche pancanadienne Les Canadiens et leurs passés, cette enquête étudie les connaissances de base, la perception de la fiabilité des sources, l’expérience en classe d’histoire et la vision de l’histoire en milieu scolaire de futurs enseignants. Les résultats mettent en lumière le fait que peu d’entre eux possèdent une connaissance approfondie de l’histoire canadienne. De plus, ceux-ci ont peu d’expérience des méthodes d’enseignement basées sur l’enquête historienne. Cependant, une majorité des futurs professeurs a une représentation très prégnante de ce qu’est l’histoire en milieu scolaire et de ses fins. Cet article aborde les retombées de cette recherche, notamment le besoin de communautés professionnelles d’enseignants de l’histoire.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

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Historiographical Thinking: Towards a New Approach to Preparing History Teachers

Cited by 26 publications

References 30 publications

Once More unto the Breach: Trying to Get Preservice Teachers to Link Historiographical Knowledge to Pedagogy

Once More unto the Breach: Trying to Get Preservice Teachers to Link Historiographical Knowledge to Pedagogy

Topic variability and criteria in interpretational history teaching

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

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