Teaching to think historically using textbooks. Insights for initial teacher education drawn from a qualitative empirical study in Austria

Authors

  • Roland Bernhard University of Salzburg
DOI: https://doi.org/10.6018/j/324161
Keywords: History textbooks, historical thinking, in- itial teacher education, history teachers, empirical research, participant observa- tion, qualitative interviews.

Abstract

This study was conducted within the
framework of the research project
CAOHT 2 which aims to determine how
history textbooks are used in Austrian
secondary schools in the context of the
paradigm shift towards historical thinking
that was implemented in 2008. The results,
obtained from qualitative participant ob-
servation in 50 history lessons and from
semi-structured qualitative interviews
with 50 teachers, show the importance of
textbooks for teachers and the big influ-
ence they have on history lessons. Howev-
er, in initial teacher education, work with
textbooks plays a minor role. It is argued
that in initial teacher education future
teachers should learn to work in reflective
ways with textbooks since this would sup-
port the ongoing attempts to implement
historical thinking in the practice of histo-
ry education in Austria.

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Published
21-03-2018
How to Cite
Bernhard, R. (2018). Teaching to think historically using textbooks. Insights for initial teacher education drawn from a qualitative empirical study in Austria. Educatio Siglo XXI, 36(1 Mar-Jun), 41–58. https://doi.org/10.6018/j/324161
Issue
Vol. 36 No. 1 Mar-Jun (2018): A comparative study of historical competences. Their development and assessment from an international perspective
Section
Monográfico

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