The consciousness of history, which is one of the most discussed topics in the philosophy of history of the Age of Enlightenment and modernity, has been among the main goals and behaviors that students want to gain through history education, especially since the last quarter of the twentieth century. According to the German historical philosopher and educator, Jörn Rüsen, historical consciousness establishes a connection between the past, present, and future; shapes the future behavior of individuals. Rüsen, historical consciousness; He stated that he has four dimensions: traditionalist, idealizing, critical and dynamic conceptualization and examined them in terms of time experience, historically significant models, external life orientation, internal life orientation, relationship with moral values, and relationship with moral reasoning. The aim of this study is to determine which historical consciousness type Turkish articles on historical consciousness fall into according to Jörn Rüsen's "History Consciousness Types Performance Indicators" (HCTPI). Within the scope of the study, Hilmi Ziya Ülken (1948), Nihal Atsız (1951), Osman Turan (1968), Nevzat Kösoğlu (1970?), İbrahim Kafesoğlu (1986), Şahin Uçar (1987), İlhan Tekeli (1998), Oktay Ekinci (1999), İskender Öksüz (2007) and M. Şükrü Hanioğlu's (2012) articles on historical consciousness were evaluated within the framework of Jörn Rüsen's “History Consciousness Types Performance Indicators” (HCTPI). The method of the research was basic qualitative research, the technique of data acquisition was document analysis, the technique of data analysis was content analysis, and the sampling method was "criterion sampling". According to the results of the research, out of 10 Turkish articles, 1 article showed the features of Traditionalist Conceptualization Performance Indicator (TCPI), 2 articles of Idealizing Conceptualization Performance Indicator (ICPI), 4 articles of Critical Conceptualization Performance Indicator (CPCI), and 3 articles of Dynamic Conceptualization Performance Indicator (DCPI). As a result of the study, it has been determined that the writings of the study group on historical consciousness, which show dynamic and critical conceptualization features, are more than those that show traditionalist and idealizing conceptualization features.

Teachers’ participation in activities that will positively affect their professional development is of critical importance in terms of educational processes and the improvement of teacher quality. In-service education programs have important roles in increasing both the efficiency of educational processes and teacher quality. This study aims to evaluate the topic of “Armenian claims” included in the Information Seminar In-Service Education Program for Department head teachers of History and Social Studies Teachers organized by the Turkish Ministry of National Education, Board of Education and Discipline on November 11-13, 2022. The population of the study consisted of 81 history and 81 social studies department head teachers from the 81 provinces of Türkiye for a total of 162 department head teachers. The sample of the study consisted of 52 history and social studies department head teachers selected with the criterion sampling method. Eisner’s educational expertise and criticism model was used in the analysis and the study was designed as qualitative research. A semi-structured interview form about Armenian claims was administered to selected history and social sciences department head teachers after they participated in the in-service education program. The data obtained were subjected to content analysis using the MAXQDA 2022 package program and were then evaluated thematically. After the in-service education program, the history and social studies department head teachers stated that their level of knowledge about the Armenian claims increased, they had learned new and surprising information, and they would make changes to their lectures. The participants expressed positive opinions about the efficiency of the in-service program. In-service education activities provide history and social studies teachers with opportunities to further their professional development. This research shows the positive changes in both knowledge levels and course teaching on Armenian claims among the participants after an in-service education program.