The Certainty Paradox of student history teachers: Balancing between historical facts and interpretation

被引：26
作者：
Wansink, Bjorn Gert-Jan [1 ]
Akkerman, Sanne [1 ]
Wubbels, Theo [1 ]
机构：
[1] Univ Utrecht, Dept Educ, Fac Social Sci, Utrecht, Netherlands
来源：
TEACHING AND TEACHER EDUCATION | 2016年 / 56卷
关键词：
Student teachers; Factors stimulating or constraining teachers; History; Epistemology; PRESERVICE TEACHERS; TEACHING HISTORY; THINKING; KNOWLEDGE; EPISTEMOLOGY; EXPERIENCES; BELIEFS; GROWTH; FIELD;
D O I：
10.1016/j.tate.2016.02.005
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Teaching interpretational history is known to be challenging for history teachers. This study aimed at understanding how student teachers develop in terms of representing history epistemologically. 13 student teachers were interviewed drawing retrospective storylines. Student teachers reported more factual and less interpretational history teaching than they would have preferred, yet can be influenced in different epistemological directions by their work and learning environment. A prominent finding is that student teachers need to develop confidence in expertise before allowing the 'uncertainty' of interpretational history teaching, showing a 'Certainty Paradox'. A case for careful apprenticeship selection and epistemological reflection is made. (C) 2016 Elsevier Ltd. All rights reserved.
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收藏
页码：94 / 105
页数：12
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