RT info:eu-repo/semantics/article
T1 History education and changing epistemic beliefs about history: An intervention in initial teacher training
A1 Miguel Revilla, Diego
A1 Sánchez Agusti, María
A1 Carril Merino, María Teresa
K1 Epistemic beliefs
K1 Historical thinking
K1 History education
K1 Initial teacher training
K1 5803.02 Preparación de Profesores
AB Epistemic beliefs can have an important effect on teaching practices determining how teachers approach a discipline in theclassroom in different contexts. The research reported on here focused on initial teacher education, assessing the pre-servicesocial studies teachers’ epistemic beliefs about history, and their ideas regarding history education. We examined the way inwhich the beliefs of 59 Spanish participants had evolved after an intervention focused the fostering of historical thinking andunderstanding. 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 inpre-service primary education teachers who adhered to a more nuanced vision about historical knowledge and bothobjectivity and subjectivity. The way that participants with different conceptions about history thought about educationalaspects were also examined and discussed. Findings suggest the effectiveness of educational interventions in initial teachertraining to allow pre-service teachers to understand the specificity of this discipline.
PB South African Journal of Education
SN 0256-0100
YR 2022
FD 2022
LK https://uvadoc.uva.es/handle/10324/64913
UL https://uvadoc.uva.es/handle/10324/64913
LA eng
NO South African Journal of Education, 2022, vol. 42, n.3, p. 1-11.
DS UVaDOC
RD 17-jul-2024