Teachers and the Epistemology of History

Henrik Åström Elmersjö is Associate Professor of History and Education in the Department of Historical, Philosophical and Religious Studies at Umeå University, Sweden.Paul Zanazanian is Associate Professor in the Department of Integrated Studies in Education at McGill University, Canada.

• 1: Introduction: The epistemology of history and the realities of teaching.- 2: Epistemic fluency and the pedagogical challenge of fake news, historical denial, and rival histories.- 3: Elementary schoolteachers’ perspectives on history 1920–1946.- 4: The epistemic consideration of post graduate certificate in education (PGCE) history students: A South African case study.- 5: “Both sides of the Story”: the epistemic nature of historical knowledge as understood by pre-service history teachers in a South African university.- 6: The meaning of multi-ethnic classroom contexts in light of history teachers’ differing epistemic expressions.- 7: Mapping teachers’ epistemic beliefs in collegial planning.- 8: ‘I never thought about history this way’: the development of elementary teachers’ beliefs about history and how a professional learning community can influence these.- 9: Going beyond the scoring grid: how the topic of assessment can promote reflection on epistemic beliefs and agency in history education.- 10: Examining the relative importance of history teachers’ epistemological beliefs in shaping their instructional practices.- 11: Searching for metaphors: exploring teacher candidates’ epistemological frames.- 12: Epistemological issues in teaching global history.- 13: Why does epistemology matter? A personal journey.- 14: Why an integrated approach matters: searching for a way to understand the formation of prospective history teachers’ epistemological beliefs.- 15: Adopting Maggioni’s BHQ into Turkish culture and assessing its validity and reliability.- 16: Exploring Taiwanese history teachers’ epistemic beliefs about history.- 17: Epistemic cognition triangulated: What can we learn about the theory of epistemic beliefs in history from reassessment of its measurement?- 18: Why are they inconsistent? Discussing Norwegian history student teachers’ understanding of the Beliefs about Learning and Teaching History Questionnaire through cognitive interviewing.- 19: From the ideal-type historian and its associated conceptions of teaching history to a more embodied and practical life approach.