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A recent curriculum reform in Flanders (Belgium) has introduced historical thinking as a central goal for history education. Historical thinking aims to introduce students to the methods of historians and disciplinary ways of thinking. It is a complex act, requiring the application of substantive and second-order knowledge, and is difficult to foster among students. International (intervention) research has provided several guidelines for the design of instructional practices that are effective in promoting specific aspects of students’ historical thinking. However, these studies do not approach historical thinking in a holistic manner, are often vague about how general design principles were adapted to history education, and rarely report on whether the designed curricula were considered relevant and useful by teachers. Taking into account the many difficulties that teachers encounter in designing practices aimed at historical thinking, this design research aims to gain more insight into the design of instructional practices that are both effective in fostering historical thinking in a holistic manner and that are considered socially valid by teachers. The designed artifact is a 12- to 14-h lesson series on the theme “decolonization after 1945,” for students in the 12th grade. It applies the model of cognitive apprenticeship’s (Collins et al., 1991) general design principles to the specific context of history and approaches historical thinking in a holistic manner. The initial lesson series was evaluated and revised in two rounds based on a pilot study, an expert review and an intervention study.

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History teachers’ epistemological beliefs are considered to be greatly influential on their instructional practice and a necessary requirement to foster their students’ historical thinking skills. In examining this relationship, two issues arise. First, adequately capturing teachers’ epistemological beliefs remains a challenge as existing instruments appear not to be always valid and reliable. Some researchers suggest to distinguish between formal and practical epistemologies, which requires different measuring instruments. Second, it remains unclear how teachers’ epistemological beliefs influence their teaching practice as several studies found there is no straightforward relationship due to the influence of other beliefs. At the same time, the role of teachers’ own understanding of historical thinking in fostering this thinking among their students has not been extensively studied. Through a qualitative research with 21 history teachers, this study examines the relationship between teachers’ formal and practical epistemologies, their understanding of historical thinking and their instructional practice. It thereby reflects on methodological issues related to mapping teachers’ epistemological beliefs. Data analysis shows that teachers’ epistemological beliefs remain difficult to capture, due to inconsistencies in and between measuring instruments. It could be concluded, nevertheless, that, while most teachers acknowledge the interpretive and constructed nature of history, they generally do not include this in their own descriptions of historical thinking. The research supports the idea that nuanced epistemological beliefs are required for interpretive history teaching, but are not a sufficient precondition. While other beliefs and contextual factors are indeed at play, it also appears necessary to support teachers’ competence in designing materials to foster their students’ historical thinking, including epistemological reflection. The article reflects on the implications for teaching training and professional development programs.