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The Covid-19 pandemic and Black Lives Matter protests have given renewed impetus to campaigns against racial inequality. In education, the issue of curriculum – and particularly the history curriculum – has been at the centre of campaigns to "decolonise the curriculum". While barriers to the teaching of "diverse" British histories in England's classrooms have long been recognised, relatively little research has been done on the crucial role of history teacher educators and teacher training in developing a diverse profession, practice, and curriculum. This paper seeks to address these gaps through analysis of interviews with history teacher educators, trainee history teachers and key stakeholders. In particular, it explores the responses of history teacher educators to recent calls for curriculum reform, charts how these demands for change have influenced thinking and practice in Initial Teacher Education (ITE) in history and identifies ongoing challenges to the development of more inclusive curriculum and pedagogic practice. [ABSTRACT FROM AUTHOR]

It aims to identify the teaching knowledge and typologies of historical awareness present in the narratives constructed by History teachers, working in Basic Education, having as a reference the construction of the epistemology of professional practice defined by Tardif (2000) as the study of the set of knowledge used by professionals in your workspace to perform all your tasks. It is theoretically based on Tardif and Lessard's (2012) conceptions of teaching knowledge and Rüsen's (2007) historical awareness. We support the theoretical contribution of Cultural History and the research methodology of Oral History in Bom Meihy (1996) and Alberti (2013) by enabling the elaboration of records and documenting experiences, knowledge and practices of people regarding their experiences. We can infer that the way they worked in the classroom created the possibility of a teaching that aims to form historical awareness to act in the world, to be able to act and transform it. [ABSTRACT FROM AUTHOR]

Epistemic beliefs about history can influence the way educators address this discipline with their students. This mixed-methods study establishes a comparison between three groups: secondary education, and both second-year and third-year primary education social studies pre-service teachers. Using a sample of 430 participants, the Beliefs About History Questionnaire (BHQ) was applied to quantitatively assess the level of agreement with three stances (copier, borrower, and criterialist) and the consistency of the answers. Responses were also codified and qualitatively examined. While all groups favored a criterialist stance, secondary education pre-service teachers showed more nuanced and consistent visions than their primary education counterparts. A discussion is presented on the role of initial teacher training and on the characterization of epistemic cognition in history. [ABSTRACT FROM AUTHOR]

While worldwide policy attention turns to mentoring to develop new teachers' practice, researchers have not investigated mentoring exchanges that support novices' teaching of historical reasoning and pedagogical content knowledge (PCK) development. Drawing on case studies of U.S. mentor–novice pairs, authors ask: How, if at all, is the teaching of history represented in mentoring conversations? How, if at all, do mentoring exchanges support novices' teaching of historical reasoning? Authors illustrate how mentoring conversations can support PCK elements through guided conceptual and practical representations of disciplinary history instruction; and reveal a form of mentor PCK for diagnosing and supporting novices' PCK development. [ABSTRACT FROM AUTHOR]

Students sometimes find the study of history to be boring and irrelevant. Many question the accuracy of accounts given. The introduction of revisionist history to a convenience sample of students (N =164) from a college of education program located at a Midwestern university made a positive difference in historical learner perspective. Students gained a greater appreciation for the study of the past, as well as a better understanding of how the melodramatic hyping of events and heroes discourages the formulation of a balanced and accurate view of history and its leaders. Pretest-to-posttest changes in mean scores were found to be highly significant. Results were independent of 8 selected demographic variables. Despite inherent differences, classical and revisionist versions of past events and its heroes do not have to be adversaries. Creative contrasting of the two approaches has the potential of increasing student appreciation for the study of history. [ABSTRACT FROM AUTHOR]

This paper explores the issues that secondary history teachers on an initial teacher education (ITE) programme in England encounter in attempting to incorporate more cultural and ethnic diversity into the history curriculum. It also assesses the impact that changes in their training course had on their views and pedagogical practice. Using questionnaires and scenario based interviews with three cohorts of trainee teachers, key challenges were identified, which were related to the purposes of teaching history and diversity, appropriate pedagogy and content, dealing with pupils, and teachers' personal concerns. A framework for analysing trainees' stances towards cultural and ethnic diversity based upon a confident-uncertain-uncomfortable continuum was developed. The research revealed that the course had had an impact, although this was in subtle rather than marked ways, which raises further questions about what is possible within the confines of an ITE training programme and the need for additional support beyond the course. [ABSTRACT FROM AUTHOR]

Background/Context: How students develop a capacity to examine and imagine the past impacts how they think about the present and imagine the future. This study contributes to research about teachers' beliefs and practices about teaching United States history through cultural encounters and nontraditional historical narratives. Although there is a small but growing body of research concerning teachers' beliefs and practices regarding historical thinking and inquiry, little research exists on teachers' beliefs and practices about history teaching from a cultural encounters perspective. Purpose/Objective/Research Question/Focus of Study: The study examined teachers' perspectives of a professional development effort designed to promote their students' historical thinking within a cultural encounters curriculum. This curriculum emphasized the role of perspective and historical narrative. The research questions were: (1) What were the K-12 participants' specific examples of lessons and units related to historical cultural encounters? (2) How did they conceptualize their teaching for historical cultural encounters? (3) How did they begin to reconceptualize their views about a cultural encounters history curriculum? Research Design: The study used a qualitative design to examine perceptions of 21 K-12 teachers. A conceptual framework about history teacher thinking and reconceptualization informed the design. Three forms of data -- surveys, individual interviews, and lesson plans--were collected about teachers' perceptions of practice and their applications of those perceptions in their classrooms. The surveys were administered throughout the 3-year program cycle and at the final evening colloquium. Interviews were conducted with the 21 teachers approximately 3 months after the end of the project. Lesson plans that teachers constructed at different points in the professional development project were analyzed after its conclusion. [ABSTRACT FROM AUTHOR]

What role might Holocaust education play in post-apartheid South Africa? What role might the teacher of the Holocaust play? This paper examines the considerations that have shaped the programmes developed by the South African Holocaust Foundation to support South African teachers teaching about the Holocaust. This programme is set against a society removed in time and space from the history of the Holocaust, but in which teachers, like other members of this society, have recently emerged from a traumatic past. Informed by the experience of working with history teachers from diverse communities across rural and urban areas of South Africa, this paper argues that, if teachers are to be active players in the process of social transformation, teacher training has to go beyond supporting the content knowledge and methodological skills of teachers. Training programmes have to facilitate not only the development of an understanding by teachers of what is meant by human rights, but more importantly, facilitate the process by which teachers can come to value human rights, and not see them as an obstacle in their path to teaching. [ABSTRACT FROM AUTHOR]

This article sketches out a comprehensive approach for preparing history teachers. It argues that grounding in historical content knowledge is necessary for success in the classroom, but such grounding is not enough to ensure that success. For beginning teachers, the problem is not merely acquiring content knowledge but acquiring it in ways that facilitate teaching subjects to young people of varied backgrounds and abilities. In short, teachers need to understand content in the context of teaching, meaning prospective history teachers must have a robust understanding of history's details, ways in which historians acquire and structure those details, and how teachers can make the subject accessible and worth knowing for students. This approach demands that teachers also know how their students understand history and the assumptions they make about historical events and developments. Finally, prospective teachers need to know how to offer content-rich, engaging instruction within a standards-based, high-stakes testing context. [ABSTRACT FROM AUTHOR]

Examines the state of historical education after the dissolution of the Soviet Union in Russia. Assertion of the author on the decline of historical consciousness as an alarming signal for a society, a people, or a nation; Significance of the training of history teachers in remedying declining historical consciousness; Development of historical education scholarship.

Examines the significance of Western educational system to the teaching of history and historical scholarship in Russia. Evaluation of the training of history teachers; Controversial and unresolved issues regarding the system bachelor's, specialist, and master's degrees; Philosophies on the contemporary writings in history.

Presents a case study that examined the instructional practice of a beginning history teacher who graduated from a social studies masters/certification program. Discussion on the different facets of teaching and studying history; Methodology; Implications of the study for social studies teacher education.

The article seeks to explore five fundamental dilemmas that are confronted by in history teacher education. These dilemmas, related to debates about history teaching, the coherence of the Post-Graduate Teachers Certificate (PGCE) courses, the value of school based PGCE work, the personal agendas and concerns of beginning teachers and the introduction of the National Curriculum derive from an interaction of long standing problems in teacher education, the initiatives of the present government and debates within the subject discipline. Each dilemma is elaborated in the context of PGCE programs for history student teachers and the work concerned with the classroom teaching of their subject.

Focuses on the efforts to implement a single approach in the educational system in higher educational institutions in Russia. Issues on the creation of a dual-track system, involving five years of study for a specialist diploma and six for a master's degree, in the training of history teachers; Value of computerized teaching and institutional Web sites; Emphasis on the need in reforming the higher education system to close the gap between classical and teachers' universities.

Discusses the article of Russian historian S. P. Karpov on the paths of development in historical education and historical scholarship in Russia. Factors that increased of difficulties for specialists training; Expectations of Karpov for historical scholarship and the popularization of historical knowledge; Instructional format of history education.