Students’ and teachers’ beliefs about historical empathy in secondary history education

Bibliographic Data

ID11070537
AuthorsHanneke Bartelds (0000-0003-3764-3301, University of Amsterdam, corresponding author), Geerte M Savenije (0000-0003-1774-8771, University of Amsterdam), Carla Van Boxtel (0000-0002-5119-121X, University of Amsterdam)
Year2020
Volume48
Issue4
Pages529-551
Publication date2020-10-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueTheory & Research in Social Education (JOURNAL)
Journal identifiersISSN: 0093-3104 • E-ISSN: 2163-1654
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00933104.2020.1808131
OpenAlexW3062572273
LanguageEN
Citations received21
References cited27

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

Empathy · Historical Thinking · Mathematics education · Pedagogy · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Psychology · Social Psychology · Values and Moral Education

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Open DOIOpen Access