Mentoring novices' teaching of historical reasoning: Opportunities for pedagogical content knowledge development through mentor-facilitated practice

Achinstein, Betty; Fogo, Bradley

doi:10.1016/j.tate.2014.09.002

Cited by 35 publications

(21 citation statements)

References 36 publications

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“…Despite the importance of HPT in enhancing students' historical thinking and promoting citizenship among students, recent research has indicated that students may struggle when asked to perform thinking skills, such as HPT (e.g., Beyer, 2008;Huijgen, Van Boxtel, Van de Grift, & Holthuis, 2014;Reisman & Wineburg, 2008;Van Boxtel & Van Drie, 2012), and that history teachers may lack the requisite knowledge to promote historical reasoning competencies, such as HPT (e.g., Achinstein & Fogo, 2015;Bain & Mirel, 2006;Grant & Gradwell, 2010). Moreover, valid assignments and measurement instruments to assess students' historical reasoning competencies, such as HPT, are scarce (Breakstone, 2014;Reich, 2009;Rothstein, 2004;VanSledright, 2013).…”

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confidence: 99%

Toward Historical Perspective Taking: Students’ Reasoning When Contextualizing the Actions of People in the Past

Huijgen

Boxtel

Grift

et al. 2016

Theory & Research in Social Education

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Toward historical perspective takingHuijgen, T.; van Boxtel, C.A.M.; van de Grift, W.; Holthuis, P. General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. Carla van BoxtelUniversity of Amsterdam Wim van de Grift and Paul Holthuis University of GroningenAbstract: An important goal of history education is to promote the student's ability to perform historical perspective taking (HPT). HPT refers to the ability to understand how people in the past viewed their world at various times and in various places to explain why they did what they did. In this study, we assessed a sample of 15-and 16-year-old pre-university students (n = 170) to determine their ability to contextualize the actions of people in the past. Subsequently, we explored their reasoning (n = 36) to uncover their contextualization process. The results of this mixed methodology study indicate that most of the students in the sample performed well when engaging in HPT. Moreover, protocol analysis identified the different reasoning strategies that students employed to successfully perform HPT. The results of this study provide insight into history instruction regarding HPT and into strategies for designing valid and reliable HPT tasks.

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confidence: 99%

Toward Historical Perspective Taking: Students’ Reasoning When Contextualizing the Actions of People in the Past

Huijgen

Boxtel

Grift

et al. 2016

Theory & Research in Social Education

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“…To create lessons that advance historical thinking, teachers need PCK requiring a knowledge of instructional methods and media needed to organize and present history, to support historical analysis skills, and to make historical concepts and contents comprehensible to diverse groups of students (Achinstein and Fogo, 2015;McArthur Harris and Bain, 2011;Monte-Sano and Budano, 2013). Thus, one key aspect of PCK is the ability to translate subject matter into formats that are intelligible to students, including diverse forms of historical representation and learning tasks (Kanert and Resch, 2014;Resch and Seidenfuß, 2017;Monte-Sano, 2011: 261).…”

Section: Professional Knowledge Of History Teachersmentioning

confidence: 99%

Assessing pre-service history teachers' pedagogical content knowledge with a video survey using open-ended writing assignments and standardized rating items

Waldis¹,

Nitsche²,

Wyss³

2019

History Education Research Journal

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This paper explores pre-service history teachers' ability to recognize and reflect on typical situations occurring in the history classroom and to link these to students' historical learning. Therefore, we draw on the concept of professional vision (Goodwin, 1994), which assumes that teachers need a professional knowledge base to monitor and to reason about teaching and student learning. Based on theoretical notions of teachers' pedagogical content knowledge (PCK), we investigated history teachers' professional vision by means of a video survey with integrated video clips, open-ended writing assignments and standardized item ratings. We collected data from 303 and 220 pre-service teachers at the beginning and at the end, respectively, of their subject-specific teacher training. The collected data open up the possibility of 'simultaneous triangulation' (Morse, 1991), which was used for test validation. First, we tested the reliability of the closed-ended test instrument using item response theory, in order to develop a feasible test model. Second, we investigated the validity of the test instrument by comparing test results with the findings of the open-ended writing task. In general, student teachers reached rather low test scores. They experienced difficulties in assessing classroom events in terms of their potential to support historical competencies and to evaluate the consequences for students' learning. Findings from the open writing assignment show that student teachers commented largely on generic teaching strategies while hardly noticing student learning. In sum, the chosen methodological approaches seem to contribute to a more distinct picture of preservice teachers' abilities to reason about history teaching and learning.

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“…Different studies distil the general image of a teacher who often uses the history textbook narrative and focuses on the transmission of historical content knowledge, such as memorizing (nationally) significant figures, events and narratives (e.g. Achinstein & Fogo, 2015;Barton & Levstik, 2003). In our pedagogy, we therefore explicitly created opportunities for students to reason with their historical context knowledge to answer and discuss explanatory historical questions.…”

Section: Enhancing the Use Of A Historical Context To Explain The Pastmentioning

confidence: 99%

“…This is unfortunate since teachers seem to struggle with developing instructional tools to engage students in historical reasoning processes (e.g. Achinstein & Fogo, 2015;Reisman, 2015;Saye & SSIRC, 2013). More examples of effective and practical instructional tools are therefore desired within the field of history education (e.g.…”

mentioning

confidence: 99%

Promoting historical contextualization: the development and testing of a pedagogy

Huijgen

Grift

Boxtel

et al. 2018

Journal of Curriculum Studies

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Mentoring novices' teaching of historical reasoning: Opportunities for pedagogical content knowledge development through mentor-facilitated practice

Cited by 35 publications

References 36 publications

Toward Historical Perspective Taking: Students’ Reasoning When Contextualizing the Actions of People in the Past

Toward Historical Perspective Taking: Students’ Reasoning When Contextualizing the Actions of People in the Past

Assessing pre-service history teachers' pedagogical content knowledge with a video survey using open-ended writing assignments and standardized rating items

Promoting historical contextualization: the development and testing of a pedagogy

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