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

Lévesque, Stéphane; Zanazanian, Paul

doi:10.7440/res52.2015.03

Cited by 13 publications

(13 citation statements)

References 16 publications

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“…Moreover it becomes clear that prospective teachers from various provinces and from both language communities are faced with similar professional and pedagogical challenges, with the main difference being the workings of their historical consciousness and the different historical storylines about the past that they are taught (see Lévesque & Zanazanian, 2015).…”

Section: Resultsmentioning

confidence: 99%

“…The only question is, will they? It seems to us that the changes that have come about since Hodgetts ' (1968) report have more to possibly do with curricular changes than with direct pedagogy, epistemology / methodology, and history as a Zanazanian, P. (2015 …”

Section: Resultsmentioning

confidence: 99%

“…Looking at prospective teachers' historical consciousness, or what we might conceive as their capacity to give meaning to the past for making sense of and acting in present-day reality (Rüsen 2005;Zanazanian 2012Zanazanian , 2015, serves one key way of elucidating the many understandings of history's operations and its concomitant teaching activities that they are most inclined to espousing once in the field. The underlying logic of historical consciousness is based on the principle that every person embodies -consciously or not -some beliefs, assumptions, and visions about the past that are used to make guiding decisions in life (Conrad et al, 2013).…”

mentioning

confidence: 99%

“…For Jörn Rüsen (2005), this consciousness makes it possible for individuals to understand and orient their life in reference to the course of time, and to establish relevant links between the past, the present, and the envisioned future in the form of a usable past -or what Jean-Pierre Charland (2003) called "knowledge mobilization for action" (p. 21). Following this logic, aspects of prospective teachers' historical consciousness emerge when their own positionality is "confronted" in actual situations that require referral to the past and the use of relevant interpretive filters for justifying and mobilizing their sense of agency -which history teaching, in and of itself a fundamentally political, ethical, and practical endeavour, permits one to do (Zanazanian, 2012(Zanazanian, , 2015.…”

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confidence: 99%

“…To this end, we revisit a survey on history student teachers' ideas about history, both its disciplinary and pedagogical workings, as expressed during their professional development in teacher education programs across Canada (for additional results from this study, see Lévesque & Zanazanian, 2015). This project, which was supported by the educational research unit "Making history / Faire l'histoire" of the University of Ottawa, emerged in the wake of the national study Canadians and their Pasts (see Conrad et al, 2013).…”

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confidence: 99%

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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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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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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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The impact of content knowledge on the adoption of a critical curriculum model by history teachers-in-training

Monserrat¹,

Fuertes-Muñoz²,

Asensi-Silvestre³

et al. 2021

Humanit Soc Sci Commun

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This work analyses the impact of disciplinary training on future Primary and Secondary School teachers’ decision to adopt a critical approach for teaching history. To do this, we will use a two-phase mixed methodological approach (quantitative and qualitative) to analyse the relationship between their previous training and the use of epistemological and psycho-pedagogical objectives and paradigms as outlined in a critical curriculum model. As regards data collection in the first phase, a closed questionnaire was created and validated, using a Likert-style (1–5) evaluation scale. The data was codified using the statistical package SPSS v.26.0 for subsequent analysis. The selected sample included 215 students from a Spanish university on the following courses: Degree in Primary Education (n = 145) and Master’s Degree in Secondary School Teaching specialised in history and geography (n = 70). They were all in the last stage of their initial training. In the second phase, we selected some of the students to participate in discussion groups, where they were able to go into more depth with their answers. In this way, we could better understand the link between their disciplinary training and the adoption of a determined model of history education. To do this, we separated them into three groups with different profiles: students taking the Degree in Primary Education unrelated with History (n = 8), students taking the Degree in Primary Education specialised in arts and humanities (n = 8) and students taking the Master’s Degree in Secondary School Teaching specialised in history and geography (n = 8). The data was gathered using an open coding procedure, based on several categories, which allowed us to compare the different questionnaires. The results reveal significant differences between the different groups. As such, we can conclude as to the importance of mastering epistemological disciplinary knowledge to break with certain traditions which impede innovation and make the adoption of a critical educational model more difficult.

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HisVA: A Visual Analytics System for Studying History

Han

Parsad

Kim

et al. 2022

IEEE Trans. Visual. Comput. Graphics

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

Cited by 13 publications

References 16 publications

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

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

The impact of content knowledge on the adoption of a critical curriculum model by history teachers-in-training

HisVA: A Visual Analytics System for Studying History

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