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Should history be taught on big scales, ranging over millions or even billions of years, or should it focus on the experiences of small groups or even individuals over centuries, or even minutes? This question might be seen as one of history education’s most important trolley problems. Trolley problems highlight how uncomfortable we can be in making ethical decisions that prioritise groups over individuals. In this blog I will show that histories are never written just on one scale, and that using a range of scales in our teaching can help our students to better grapple with the ethics of history. [ABSTRACT FROM AUTHOR]

This article examines the situation of public history in Ghana. It takes an integrated approach by discussing the intersections between history, public history, and school history. Using cultural-historical practices in Ghana, Western representations of African history, and recent developments in Ghana as its premises, this article underscores how the level of historical awareness among the Ghanaian public is a great tool for the potential development, systematic conceptualization, and practice of public history in Ghana. [ABSTRACT FROM AUTHOR]

The article deals with descriptions of future in current German history textbooks. Their texts do not only describe the past and its consequences for the present, but possible future developments, too. An analysis shows their narrative concepts and proposes to focus on contingency as principles to tell history. [ABSTRACT FROM AUTHOR]

A statement frequently heard in everyday conversations in Colombia and in the country’s local media is that this is “a violent country by nature.” The violent 16th-century conquest or the numerous civil wars in the 19th century are recounted time and again as stages of a long and continuous history of violence, of which the half-century long armed conflict is simply one more phase. Has this recent past fashioned our expectations of the future and also our past? Do we historians have any responsibility in the naturalization of violence? And if so, what might we do from a public history perspective? [ABSTRACT FROM AUTHOR]

The article is dealing with the connection between fake news, conspiracy theories and school history textbooks. The spread of fake news and conspiracy theories in the public sphere represents a social challenge of the future. The leading medium textbook can be part of the answer to this challenge if it consistently aims to initiate critical-historical thinking. [ABSTRACT FROM AUTHOR]

There is agreement amongst media commentators that the spread of so-called fake news poses a serious threat to democratic society, and as history educators, we have an obligation to help stem the rising tide of misinformation. Until now, not many have accepted the challenge, perhaps from a misconception of “fake news” as a modern, post-Internet phenomenon. But disinformation has been with us for millennia, and historical examples may provide the key to developing a critical sense among students. [ABSTRACT FROM AUTHOR]

For many, the history classroom at school is the first and only space to engage in critical dialogues about historical events and accounts. Their participation, however, is restricted within contradictions in history education: aims to foster historical thinking but promoting a single narrative for collective memory and valuing innovative teachers but structurally silencing them. Four teachers – Jordan, Cyprus, Lebanon, Turkey – break the rote pedagogies and find agency to design and facilitate risky history. [ABSTRACT FROM AUTHOR]

The article discusses the use of artificial intelligence (AI), specifically ChatGPT, as a method actor to teach historical empathy to student teachers. It presents an exercise in which student teachers interact with ChatGPT, taking on the persona of historical figures and learning empathy by responding as those characters would. It also mentions the potential of AI in education, emphasizing its role in teaching historical skills.

Historians have publicly intervened in discussions around the COVID-19 pandemic, using their expertise on past crises to analyze the present. The article first presents three models of how the past, the present and the future relate to each other, drawing mainly on the work of Reinhart Koselleck: history as a teacher, the parting of the space of experience and the horizon of expectation and finally, the crisis. It then highlights the specific role of historians in a crisis, arguing that this role might ideally engender not structures of repetition, but radical newness. The text therefore invites a renewed discussion on the position of historians, including our present and future functions. [ABSTRACT FROM AUTHOR]

In the context of legacies of mass violence and political oppression during the recent past in the Western Balkans (Albania, Bosnia and Herzegovina, Kosovo, North Macedonia, Montenegro and Serbia), history teaching is seen as an important factor in building sustainable peace and democracy. Caught between various national and international policy actors, history teaching has been subject to frequently overlapping and inconsistent reforms. Despite prolific research on history education in the Western Balkans teachers' experiences of history education and its transformation have largely remained unexamined. This paper explores history teachers' perceptions of and approaches to the topics they find difficult to teach. The paper draws on data gathered through an online survey that yielded 793 responses from history teachers and 14 regional history education expert interviews. The results show which topics teachers consider difficult to teach in six Western Balkan countries, and how certain individual characteristics (e.g. religiousness and level of education) and school characteristics (e.g. urban or rural and a monocultural or multicultural environment) link to the roles teachers assume when teaching controversial topics. [ABSTRACT FROM AUTHOR]

Teachers' beliefs about skills play a significant role in how they teach those skills. Similarly, students' mastery of a skill is influenced by their ideas about its value and what the performance of the skill exactly entails. In this study, 10 history teachers and 17 students in secondary school (age 16–17) were interviewed about their beliefs about historical empathy, objectives, and teaching strategies. The results show that the participants primarily saw historical empathy as a skill that can be learned. As main elements of historical empathy, they named contextualization, awareness of their own positionality, personal connection, and historical imagination. Inviting an eyewitness, visiting a historic site, and classroom discussions were considered particularly effective teaching strategies. Most teachers reported that they did not provide explicit instruction. Most teachers and students connected historical empathy to empathy in daily life. Extending this connection could be a significant way to work on citizenship competences. [ABSTRACT FROM AUTHOR]

Abstract This article presents an analysis of seven Swedish lower secondary school teachers’ personal experiences of the Cold War period, told in life story interviews which also related to their profession as history teachers. The aim is to analyze how personal experiences of history and personal memories may affect how history is approached by teachers and to discuss what relevance that may have for history education. Applying theories of historical culture and collective memory, we argue that the interviewed teachers display a collectivized historical experience imbued with cultural contingency, both entangled with – and at the same time detached from – personal memory. The reproduction of historical culture and collective memory seems detached from personal experience and instead, related to cultural narratives. The study finds that the teachers’ personal experiences are strongly affected by and filtered through the culturally contingent narratives of the historical period in which the teachers have lived their lives. Furthermore, the interviewed teachers did not address the reconstructive and disciplinary aspects of history that may arguably be an essential aspect of history education in Sweden and most Western countries. Keywords: Collective Memory, History Education, Cold War, History Teachers, Historical Culture Kalla kriget, historiekultur och historieundervisning: Svenska lärares sammanflätning av historiska berättelser och minnen Sammandrag I den här artikeln analyseras sju svenska högstadielärares personliga upplevelser från kalla kriget, berättade i livsberättelse-intervjuer som också relaterade till deras yrke som lärare. Livsberättelse-intervjuerna skapade förutsättningar för en analys av hur lärarnas personliga erfarenheter av historia och deras personliga minnen kan påverka hur de närmar sig historien, vilket också öppnar för en diskussion om vilken relevans deras minnen har för deras historieundervisning. Genom en analys med historiekultur och kollektivt minne som teoretiska verktyg, menar vi att de intervjuade lärarna uppvisade tecken på en kollektiviserad historisk erfarenhet genomsyrad av kulturell kontingens sammanlänkad med – och samtidigt avskild från – personliga minnen. Reproduktionen av historiekulturen och ett kollektivt minne förefaller ha varit avskild från personliga erfarenheter och istället relaterad till kollektiva berättelser. Studien visar även att lärarnas personliga erfarenheter och minnen är starkt påverkade av, och filtrerade genom, de kulturellt betingade berättelser som beskriver den period då lärarna har levt. I intervjuerna saknades emellertid tecken på en insikt i hur lärarnas minnen påverkats av kulturellt betingade berättelser om kalla kriget. Lärarna utelämnar även diskussioner om de rekonstruktiva och disciplinära aspekterna av historia, som kan sägas vara en viktig del av historieundervisning i Sverige och i större delen av västvärlden. Nyckelord: kollektivt minne, historieundervisning, kalla kriget, historielärare, historiekultur

The author discusses his history course on "the history of future technology." He cites the essay "The Principles of Communism," by 19th century philosophers Friedrich Engels and Karl Marx, explores the notion of technofuturism, and examines the relationships between past, present, and the imagined future.

The paper examines the concept of instrumentalisation of history in today's Ukraine from the perspective of experts in history from Kiev, Southern and Eastern Ukraine. Based on interviews with historians, this instrumentalisation is described as a resource that is used by different actors and entities and cannot exclusively be attributed to the ultra-nationalist camp.Instrumentalisation is interpreted as a rather natural process. The following actors applying instrumentalisation were mentioned: individuals, families, NGOs/civil society, teachers, media, cinema/literature/art producers, academic historians, social movements, all political forces/parties, the Ukrainian Institute of National Memory, presidents, any group that has its own identity. The goals of instrumentalisation can vary from identity processes to trauma healing and prevention of violence and war. Inclusiveness of the regional and ethnic memories in the experience of history teachers is analysed as an example of non-nationalistic construction of a national narrative. Three indicators for the inclusiveness of a narrative in formal history education are proposed: the search for a common narrative and for including the memory of the ethnic "Other" into "our" memory," the recognition of regional history in the national narrative, the practical realisation of inclusiveness in the form of interregional exchange of memory.It was revealed that there is space for an inclusive narrative of ethnic memories, but the usage of it depends on several factors: the teacher's character, the access to historical sources, the possibility of cooperation with other institutions, such as NGOs, academia, museums, ethnic communities, etc. [ABSTRACT FROM AUTHOR]

A recent report by the Southern Poverty Law Center revealed that many history teachers avoid or minimize conversations about race for fear they will trigger "racialized conflict." This silence should raise alarms, as we know that race and racism permeate the lived experiences of teachers and students and inevitably surface in historical discussions. In this article we use a racially charged moment from a middle school discussion of the New Deal to propose three interpretive frames that might support teachers in navigating moments of racial stress in history discussions. We understand interpretive frames to be schematic lenses that guide teacher perception, interpretation, and action in classrooms, and we propose three frames—disciplinary literacy, critical literacy, and racial literacy—that respectively address the historical, structural, and psychosocial dimensions of race and racism. We apply each frame to the classroom incident to illustrate how each might help teachers respond to moments of racial stress. Ultimately, we argue that these interpretive frames represent a suite of mutually reinforcing tools that might be leveraged by teacher educators to help teachers anticipate racial stress and turn paralysis to pedagogy. [ABSTRACT FROM AUTHOR]

This descriptive survey study aims to identify the level of self-perception of text analysis tasks in terms of interest, perceived competence, perceived choice and pressure. A total of 55 form four students through purposive sampling technique are involved in this study. The adapted Task Evaluation Inventory which have been verified by two content matter expert in history education and have good reliability values are the instrument of this study. The data were analyzed descriptively through the IBM SPPS software. The findings of this study indicated that the level of self-perception of text analysis tasks is at a moderate level. Furthermore, self-perception in terms of interests, perceived competencies and perceived choices is at a high level, while selfperception of pressure aspect is at low level in this study. The implication of this study have suggested that history teachers can design text analysis tasks as one of effective learning activities in the classroom. [ABSTRACT FROM AUTHOR]

The article discusses various aspects of disciplinary literacy, also referred to as historical literacy, within world history, and how such literacy informs a particular approach to K-12 history education. It attempts to define world historical literacy and how world history teachers must define the parameters for becoming literate in world history.

The author discusses various challenges for teachers in teaching the Paleolithic era, particularly when ongoing discoveries change previously held conclusions and perspectives at a relatively high rate. The article examines research about the Upper Paleolithic era, world history scholarship, and U.S. curriculum regarding the Paleolithic era.

The article aims at outlining the problems of reinterpretation of the image of the Polish-Lithuanian Commonwealth in contemporary Ukrainian historiography and history education within the broader context of the discussion on what history the young Ukrainians need today. The study is based on the historiography and contemporary history textbook analyses confronted with the results of the survey held among students and teachers from secondary schools of different regions of Ukraine. [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.)

Modern historical research challenges religious education by undermining the arguments in favour of the existence of a supreme power who is responsible for patterns of reality. This article explores how the new generation of history textbooks of Religious Zionism, one of Israel's ideologically most influential populations, cope with this dilemma. Two international models of faith-based history teaching that we characterize the 'national-religious' and the 'divine', analyse the novelty and singularity of these textbooks. The analysis reveals that the new Religious-Zionist textbooks surmount the gap between faith in divine responsibility for human events and professional research and analysis of these events by creating a hybrid learning process that has two parallel interpretive dimensions. The first presents a historical process that remains formally true to the principles of reason and the discipline, although segueing to tendentious content at sensitive junctions. The second explores a metahistorical dimension in which these principles are bracketed with and subjugated to a theological, metaphysical, interpretation of history. The findings concerning both the two international models and the unique historiosophical stance of the Religious-Zionist textbooks provide fertile soil for future research on faith-based history teaching in a variety of theological, political, and social contexts and circumstances. [ABSTRACT FROM AUTHOR]

Copyright of Roteiro is the property of Roteiro 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.)

Museums are places that give life to history. The training in the museum helps the individual to be Permanent by seeing, touching and learning. The aim of this study was to determine the self-efficacy beliefs of museum teachers in terms of various variables. In this study, quantitative research method based screening method was used. The study group was 291 pre-service teachers of the two State universities in the Central Anatolia Region are continuing their education in the department of History teaching and social studies in the Academic year 2017-2018. The study group was chosen on the basis of simpler and on method and volunteerism. In the process of collecting the research data, the personal information form which was created by the researcher and the Self-Efficacy Scale of Museum Education bur developed by Yeşilbursa and Uslu (2014) were used. The statistical analysis of the data obtained from the research was performed by using IBM SPSS 21.0 program. Social Studies and History teacher candidates' belief in self-efficacy towards museum education; there was a significant difference in the variables of gender, museum education, and the number of visit to the museum in the last year. [ABSTRACT FROM AUTHOR]

This study is aimed at exploring how teachers make curricular-instructional decisions regarding teaching contemporary controversial public issues in Taiwan (e.g., national identity, sovereignty, and ethnic issues). Using a case study design, this study documents how six social studies teachers make curricular decisions about whether to teach controversial public issues or not, and how teachers develop the curriculum and pedagogy for teaching controversial public issues. Findings illuminate that teachers' personal practical knowledge – i.e., their family background and teacher preparation – act as important factors that influence their curricular decision-making. In addition, teachers' curricular-instructional decisions on whether to teach controversial public issues or not reflects an increased autonomy and authority in Taiwan. In sum, this study, refracted through the national context of Taiwan, provides insights into the possibilities that exist within Taiwanese teachers' curricular-instructional decisions and increased autonomy and authority. [ABSTRACT FROM AUTHOR]

We have different and various goals in learning and teaching the past. This brings along a set of responsibilities such as contributing their skills of historical thinking, like a junior historian, discovering the history together with them, and helping students expand their awareness of the historical places, events and objects in their home country and neighborhood. In order to achieve these goals in the process of history teaching, history teachers use different methods and techniques in classrooms. The goal of this present study is, using classroom and non-classroom practices, to identify students' level of awareness with regard to the historical places in their home country and in the world with reference to their awareness of the historical places, events and objects of the neighborhood in which they live, and to reveal how the awareness of students has evolved. The design of this study is based on action research method, one of the qualitative research approaches, and the study group consists of 10-A class students of Adana Lokman Hekim Anatolian High School. As part of this study, classroom practices were applied using 10-hour active teaching methods within a history teaching context, and non-classroom practices were applied using 10-hour non-classroom practices within a history teaching context. 6 focus students were identified from among students in this study group who were involved in the entire process, and data analysis was laid down with reference to the findings obtained from these students. Data has been obtained from semi-structured interviews from classroom and non-classroom practices, student diaries, researcher diary and from video recordings. Based on the findings obtained specific to the study, which uses the descriptive analysis method to analyze data, it was discovered that students did not know and care at all about the historical places in their neighborhood. The study revealed that once active and applied training was provided at historical places in their neighborhood, students expanded their awareness of the importance of that historical place, and in line with such awareness, they started to research and learn the story of the city where they live. [ABSTRACT FROM AUTHOR]

In this article, we examined how high school teachers talked about people in history lessons and how they engaged in or shunned multiperspectivity aspects as they talked about people who lived in the past. Based on an analysis of 40 hours of observations of 5 different classes in 3 Jewish high schools in Israel according to the constructive-interpretive method, we found that in most of the lessons observed, few references were made to specific individuals. At the same time, many teachers talked about people in history by referring to generic people, to general categories of people, or by using personification. Using examples, we discuss the educational significance of the different ways history teachers talk about people in history through the prism of multiperspectivity as an aim in history education. We conclude that discussing the connections between the practice of talking about people in history lessons and multiperspectivity may contribute to teachers' awareness of another way they can promote multiperspectivity in class. [ABSTRACT FROM AUTHOR]

The article emphasizes the advantages of virtual visits to historical sites, presenting a curated list of seventy-five online platforms offering interactive experiences. It highlights the accessibility and benefits of virtual excursions in connecting students with various archaeological sites and historic destinations, addressing challenges associated with physical visits.

This article is an interview with Edoardo, a high school student in a small town near Rome, about LGBTQ themes in schools. Edoardo discusses how his teachers address sexual orientation and gender identity in their lessons, mentioning that it is usually only mentioned if relevant to the artist or author being studied. He also talks about the differences in attitudes among teachers towards LGBTQ themes, with some being more comfortable discussing them than others. Edoardo mentions that his English teacher does not address the need for inclusive language when talking about family and relationships. He also discusses the issue of bullying and how anti-bullying policies may not always be effective. Edoardo mentions that microaggressions are sometimes addressed by adults in the school, but other times they are ignored. He also talks about the lack of representation of the LGBTQ community in school projects, but notes that some students add LGBTQ content to their own projects. Edoardo mentions that he is out at school and has become a support for other students who may have questions or doubts about their sexuality. He also discusses his experience with a teacher's comment about his makeup, noting that it reflected the teacher's discomfort with his identity. [Extracted from the article]

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.)

This paper uses ethnographic action research to explore how the objectives of the Australian Curriculum Intercultural Understanding can be achieved in a culturally diverse Year 5/6 (ages 10–12) primary school class in Melbourne. It examines whether a history unit on migration, that uses a structured historical inquiry approach, encourages culturally diverse students to develop a more critical and reflexive understanding of multiculturalism. Using Banks' multicultural framework and Bath's approach to ethnographic action research, I argue that the oral history component of a Year 5/6 history unit supported students to develop their Intercultural Understanding. I suggest that ethnographic action research is an effective approach for investigating the implementation of new teaching initiatives. [ABSTRACT FROM AUTHOR]

The article discusses a study that explored the day-to-day instructional choices of one history teacher in a Catholic school setting and how such choices relate to the purpose of Catholic identity. It describes potential reasons for the frequent calls by educators and researchers to examine the Catholicity of schools, as well as proposed characteristics of Catholicism. It examines the implications of the results for the role of Catholic identity in teaching and learning history.

This mixed-methods study seeks to understand the impact of an intensive professional development program on (mainly rural) teachers' skills at teaching history in ways that are inquiry driven and that are connected to the community and to students' lives beyond the classroom. The professional development project was driven by a focus on community in three ways-a community of facilitators with diverse areas of expertise, communities of practice among participants, and an investigation of the local community. Through analyses of pre- and postmeasures, we examine teachers' growth in subject matter knowledge for teaching history, their curriculum design skills (as part of pedagogical content knowledge), and their self-efficacy in designing curriculum and teaching historical inquiry. We found that participants demonstrated growth in almost every area under investigation. Teachers who demonstrated particularly strong growth in their skills at designing curriculum used primary sources effectively, connected their lessons to the world beyond the classroom, and attempted to engage students intellectually. We conclude with implications for policy and practice and with theoretical considerations. [ABSTRACT FROM AUTHOR]

In spite of the importance of the topic, there are few comparative studies of the aims of history teaching, even in Europe. Domain-specific epistemic beliefs are relevant for understanding the teaching and learning of history and the development of deliberative thought. We studied epistemic beliefs in the context of the general aims of history teaching. The respondents were 633 history teachers from ten countries (Austria, Belarus, Estonia, Finland, France, Germany, Italy, Israel, the Netherlands and Serbia) who rated the importance of 12 specified teaching aims and responded to four claims regarding epistemic beliefs. Three meaningful clusters of teaching aims were identified: critical thinking and development; moral virtues and patriotism; and historical consciousness. History teachers in ten countries were classified within these clusters. There were significant differences among the clusters in terms of the three epistemic beliefs. The results are discussed in the contexts of the countries studied. [ABSTRACT FROM AUTHOR]

In this paper, we analyse the Second World War (WW2) and the Holocaust as genocide during WW2 as sensitive topics in history teaching as perceived by 719 teachers from Austria, Belarus, Estonia, Finland, France, Germany, Israel, Italy, Serbia and the Netherlands. Using the thematic content analysis of open answers to an online questionnaire we explore the reasons for the sensitivity of these topics. The reasons for sensitivity were found to lie in cognitive and emotional barriers to treating the atrocities, violence and discrepancies between different perspectives on WW2 of social memory groups. A relatively new dimension, confirmed by the research, is the problem of the aestheticisation of the violent past. This can lead to banalisation and even legitimisation of the violence and aspects of the violence that pupils perceive to be fascinating. The results are discussed in the framework of multi-layered collective memory. [ABSTRACT FROM AUTHOR]

This study analysed questionnaire responses from 309 history teachers who come from nine European countries and Israel. The open-ended questions explored their experiences of teaching Sensitive historical Issues (SI) from joint social psychological and history didactics perspectives. First data was analysed hermeneutically, it was then interpreted using a heuristic framework to analyse these teachers' beliefs about SI. Three themes of shared patterns were identified in teachers' answers: the choice of teaching SIs, pupils' emotional reactions, and teaching strategies. Focusing on the in-depth analyses of comments about teaching strategies, 29 representative quotes were identified illustrating the teachers' decisions to teach SIs, teachers' pupil orientation reflecting pupils' emotional reactions, and teachers' orientations towards pupils' learning. [ABSTRACT FROM AUTHOR]

This study explores the silencing and voicing of sensitive topics in history education from a cross-national and multilevel perspective. In this mixed-method study, we undertook a quantitative analysis of a 'teaching sensitive issues' questionnaire and qualitative analyses of history curricula and teachers' verbal responses. The findings show that most respondents were aware of societal and self-silencing but were also committed to voicing and giving a voice to pupils. Focusing on the issues found to be most sensitive - immigration and Islam - in Germany, Austria, France, Italy, the Netherlands and Israel, the analysis of national curricula indicates a climate of 'voicing' rather than silencing. Analysis of teachers' responses showed strong awareness of the relationship between the sensitivity of the history of immigration and that of Islam and the relationship between pupil diversity and self-silencing on these issues. It appears that, in some cases, apprehension of pupils' voices led teachers to self-silence. [ABSTRACT FROM AUTHOR]

Teachers of history will sooner or later encounter issues that are met with disbelief, protest, or feelings of discomfort by the pupils. This special issue aims to contribute to the field of research into teaching sensitive and controversial issues in history by integrating historical, educational and socio-psychological perspectives and theories. Using qualitative and quantitative methods, an interdisciplinary group of scholars studied history teachers' perceptions regarding sensitive issues in their teaching in their respective countries: Austria, Belarus, Estonia, Finland, France, Germany, Israel, Italy, the Netherlands and Serbia. Through cross-country analysis and in depth study of specific cases, it provides insights into the particular issues that are considered sensitive and the many factors at play, such as the individual teacher (his/her skills, knowledge, beliefs and identity conception), the local classroom composition, the national curriculum and national policies. [ABSTRACT FROM AUTHOR]

Facilitating classroom discussion requires preparation and improvisation. How might learning improvisational theatre affect teachers' verbal moves while facilitating discussion? This article explores this question through a single-subject case study of a high school history teacher who took a 10-week improv course. Data sources include observations of classroom discussion, interviews, and field notes and artifacts from observed discussions and improv sessions. Findings suggest that discussions changed, the teacher did not know he changed, and he may have made these shifts unconsciously based on the conceptual overlaps he saw between improv principles and the intellectual work of discussing, the opportunities the course gave him to exercise presence and the "Yes, and" principle of improv, and his participation in and appreciation of the improv instructor's facilitation style. [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 International Journal of Research on History Didactics, History Education & History Culture (JHEC) is the property of Wochenschau Verlag GmbH 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 Research on History Didactics, History Education & History Culture (JHEC) is the property of Wochenschau Verlag GmbH 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.)

This paper explores the role of the history of education in initial teacher education programmes and questions the effectiveness of persistent didactic teaching practice at both higher and second level education in the subject of history. This paper contends it is by studying the history of education, rooted in a pedagogically scaffolded processes and based on personal experience that opportunities exists to relate personal experience to the role of a history teacher and to challenge preconceptions regarding didactic methods of teaching history. The ultimate goal of this movement towards employing collaborative history of education learning environments is to reinvigorate interest in the second level subject of history by modelling the same process with second level history students. The potential impact of such a framework will be discussed and the resultant value placed upon the history of education by pre-service history teachers is explored. [ABSTRACT FROM AUTHOR]

The aim of this research is the identification of preschool teacher candidates' attitudes relating to history teaching. The sample of the research consists of 120 students from the 1st, 2nd, 3rd and 4th grades, which are going on to the undergraduate program of Near East University, Preschool Teaching in Fall 2016-2017. Within the scope of this research, the questionnaire "Attitude Survey Related to History Teaching of Preschool Teacher Candidates" was applied to teacher candidates. In the study using the descriptive statistical screening method included in the quantitative research model, the results were obtained by the percentage calculation, t test, Anova test, Mann-Whitney U test using the SPSS statistical program 23.0 version during the analysis of the data. As a result of the research, it was revealed that there is no difference in the history teaching attitudes of the preschool teachers according to different variables such as gender, age, class, whether or not taking drama lessons and whether or not interning. It has been determined that the lack of history teaching of undergraduate students in Preschool Teaching has taken place and this area has not been sufficiently focused. Therefore, in terms of eliminating the deficiencies in this area, it is possible to express the necessity of making positive changes and regulations regarding history teaching in the undergraduate program. [ABSTRACT FROM AUTHOR]

This study focuses on a successful Professional Development Program for improving students’ understanding of historical time, consisting of a training and the implementation of Timewise, a teaching approach in which timelines were used consistently. The PDP was carried out with 16 elementary school teachers in grades 2 (ages 7-8) and 5 (ages 10-11). Results indicate that the highest student learning gains were reached by teachers who successfully implemented the instructional behavior aimed at, while using educative curriculum materials. The clear structure of Timewise and the user-friendly materials, which included room for autonomy, supported teachers in their learning and teaching. [ABSTRACT FROM AUTHOR]

This study reports five Dutch expert history teachers' approaches to multiperspectivity in lessons on three topics varying in moral sensitivity (i.e., the Dutch Revolt, Slavery, and the Holocaust) and their underlying considerations for addressing subjects' perspectives in different temporal layers. The lessons were observed and videorecorded, and the teachers were interviewed. Lessons were analyzed using a theoretical framework in which three different temporal layers of perspectives were distinguished, each with its own educational function. Teachers addressed multiple temporal layers and functions of multiperspectivity in almost all of their lessons. However, teachers' focus on temporal layers and function differed between lessons. Four categories of considerations for or against introducing specific subjects' perspectives were found: functional, moral, pedagogical, and practical. Moreover, teachers engaged in "normative balancing," meaning that not all perspectives were perceived as equally valid or politically desirable, showing where multiperspectivity ends. [ABSTRACT FROM AUTHOR]

The article evaluates various AI tools for History teachers, including Almanack.ai for creating curriculum-aligned resources, Chatterpix for making historical figures engaging through mobile devices, and Beta.diffit.me, an AI app that generates customized reading materials.