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Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cahiers d'Études Africaines is the property of Editions EHESS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this article is, given the scarcity of studies in the field of education, to establish a model of the concepts underlying the methodological dimension of the construction of historical knowledge. To do so, we start by defining the operations of the historical method, which make up the empirical variables. We then consider the contributions from didactics to define the constructs. The initial model comprises two dimensions: structuring operations, which are defined as the operations essential for proceeding in accordance with the historical method, which entails methodical thought; and alternative operations, which provide divergence and multiplicity, in accordance with an avant-garde history. To verify the model, we designed an objective instrument with 44 items and carried out a study with 222 subjects, aged between 13 and 18. The data were analysed using a variety of procedures (Pearson correlations, CFA, descriptive statistics, etc.), using SPSS and MPlus statistical software. Among other interesting results, verifying the proposed model involves verifying a structure established in accordance with the nature of the operations, confirming the proposed dimensions. This configuration of the model has implications for the field of research as well as direct consequences for classroom practice. [ABSTRACT FROM AUTHOR]

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Education Technology & Scientific Researches is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Education Technology & Scientific Researches is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The provocative question in the title, evoked from a classroom experience, is the starting and ending point of the reading presented on curriculum policies in a post-foundational perspective, based on recent texts by Lopes and Macedo. We argue that thinking about answers to this question is important for the context in which we live in denialism and dispute of truths. Without defending a truth, we want to think of the classroom as a space to privilege processes of subjectification resulting from practices of meaning inhabited by undecidability. Trying to answer the question of the title, we present deconstructionist readings in defense of the school space and the classroom as contexts that enable the creation of the subject that has not yet been invented, and, even so, constantly assume the constituent contingency of the world and that explain all action as a failed practice of attributing meanings, because it consists of difference and supplementation of meanings, which have no origin or possibility of closure, but which demand responses and hyper-politicize educational processes. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Eurasian Education & Culture is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pesquisa em Educação Ambiental is the property of Pesquisa em Educacao Ambiental and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Gender representation in education has been on the agenda of democratic countries since the Second World War. Academics and non-governmental organizations were discussing role of gender representation in textbooks and teaching atmosphere especially in USA and England during the 1960s and 1970s. There is also research in this period about gender representation in history lessons indicated that women was not adequately represented in history lessons in USA and England which trigged new research and projects about topic to overcome this problem. While these developments were taking place in the World, Turkish researchers have also paid attention gender representation in Turkish history textbooks in the recent years. There is limited research about this topic in Turkey which shows that Turkish history textbooks are male dominant teaching materials. Related literature regarding gender representation in history education is examined, it seems that there is not research about views of history teacher candidates about gender representation in high schools history lesson. The aim of this research is to determine views of history teacher candidates about gender representation in history lesson in teaching practice schools. Study based on qualitative research approach was carried out history teacher candidates of Karadeniz Technical University of Fatih Faculty of Education. An open ended data collection tool was used in the research to gather views of history teacher candidates and a total of 98 candidates (68 female-30 male) responded the questionnaire. It can be said that history teachers do not paid attention gender representation in their lessons based on the collected data. [ABSTRACT FROM AUTHOR]

Education and training are of utmost importance in the advancement and development of states. Accordingly, states have demanded that their education and training be satisfactory and have made continuous efforts for a better quality of education and training. One of the most crucial elements in ensuring that education and training are fruitful and of high quality is the teachers who carry out those assets. Among the fundamental elements in teacher training are the undergraduate programs. Although the number of history departments in Turkish universities has significantly scaled up, the number of history teaching departments under the Faculty of Education which allow new students' enrollment for the 2017-2018 academic year is only 7. Atatürk University, Dicle University, Dokuz Eylül University, Gazi University, Marmara University, Necmettin Erbakan University, Van Yüzüncü Yıl University are currently universities that have history education departments and enroll new students as far as it can be seen from the base points belonging to 2017-2018 academic year university entrance exam. In this study, the courses in the undergraduate programs of history education departments have been emphasized, the discrepancies among the curricula of these programs have been aimed to be identified, and suggestions with regard to making the undergraduate programs of history education departments more productive have been proposed. [ABSTRACT FROM AUTHOR]

This study examines the coverage of Eurocentrism in Turkish history course books. In this regard, the means by which Eurocentrism has influence in historiography is identified. Such incursion includes Eurocentrism's influences in terms of historical time, historical space, historical phenomenon, person (character) and event, historical model, and historical narrative. Within this context, history course books employed at Turkish high schools were examined based on the above-mentioned criteria through document and discourse analysis techniques. Although no improvement was observed on the subject of the progressivist conception of historical time, the coverage of synchronous information cards, synchronous timelines, and comparative historical information in the text books was found to be favorable. On the other hand, the issues of the "incessant European progression myth" and "age division" still continue. Such concepts as "geographical discoveries", the "Middle East", and the "Far East", all products of the Eurocentric mindset, still remain. The reflections of the Eurocentric mindset may be witnessed in the coverage of concepts such as the Ancient Era and Greek-Roman Civilization, Geographical Discoveries, the Renaissance, the Reformation, the Industrial Revolution, Modern Science, and NATO. The Mercator projection is included in course books in the depiction historical space. Although course books mostly adopt a Turkish-centered historical narration, those subjects that are related to Europe are still covered through a Eurocentric approach. Even though Eurocentric models are not complimented in course books, a general acceptance of the "great incessant progression" of Europe, traced as far back as the 12th century, is still evident. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including history studies, scientists and publishing.

The ideas presented in this research seek to analyze how the changes in relation to the teaching of history, which occurred in the 1990s, have affected the training of history graduate teachers today. The current literature carries a diversity of theoretical and methodological approaches when investigation this theme, highlighting the concern and understanding of how knowledge is built and used by the teacher in the classroom. Narratives guided the methodological approach to this study from history the seven teachers in Londrina- Parana and the data for the research was collected through a questionnaire. From these results, a database was generated which enabled the articulation of the knowledge areas deployed by teachers during their pedagogical actions, i.e. their knowledge and practices. Thus, understanding teacher education as a broad and complex process, which involves various types of knowledge and skills will enable a framework for the professional who intends to pursue the teaching profession. Addressing teacher training and teaching history means rethinking the political, social, economic and cultural context in addition to the technological advances, and the "new teacher profile" of the present day. To understand how history is "taught", how a teacher appropriates the various tools available to them to establish the relationship between history and historical sources to aid this process, is the challenge of understanding the relationship between thought and action, theory and practice, i.e. how to reconstruct the ways of thinking about the processes of teaching and learning history. [ABSTRACT FROM AUTHOR]