Student Teachers Thinking Historically
Bibliographic Data
| ID | 11071255 |
|---|---|
| Authors | Peter Seixas (University of British Columbia, corresponding author) |
| Year | 1998 |
| Volume | 26 |
| Issue | 3 |
| Pages | 310-341 |
| Publication date | 1998-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.1998.10505854 |
| OpenAlex | W1976732624 |
| Language | EN |
| Citations received | 41 |
| References cited | 23 |
Prescriptions for the reform of history education routinely advocate increased use of primary historical sources in the classroom, as being fundamental to the teaching of historical thinking. Yet there have been no studies of student-teachers' learning how to teach using primary sources. This exploratory study defines the task faced by student-teachers early in their program. It uses recent discussions among historians and philosophers to generate three general characteristics of the task. It then uses these characteristics as a framework for an empirical investigation of the difficulties student-teachers encounter as they begin to design exercises for teaching students how to read primary sources critically and constructively
Critical thinking · Exploratory research · Historical Thinking · Mathematics education · Pedagogy · Primary education · Social science · Social studies · Sociology · Student teacher · Task (project management · Teacher education · Teaching method · Educator Training and Historical Pedagogy · Psychology
Rethinking contextualization in history education
Epistemic Beliefs and Pre-service Teachers’ Conceptions of History Instruction
A review of literature on history education
Bridging Theory and Practice in Teacher Education
Educators of colour, teaching race, and orienting towards a humanising critical sociocultural knowledge for teaching
Historical Thinking in the Classroom
The Problems of Elementary Social Studies
Learning to Teach Young People How to Think Historically
I had always heard Lincoln was a good person, but
Introduction
The Certainty Paradox of student history teachers
History teachers' conceptions of inquiry-based learning, beliefs about the nature of history, and their relation to the classroom context
Mentoring novices' teaching of historical reasoning
Preparing pre-service history teachers for organizing inquiry-based learning
Fostering Analysis in Historical Inquiry Through Multimedia Embedded Scaffolding
The Sources Are Many
Observing Literacy Practices in History Classrooms
The Educational Promise of Public History Museum Exhibits
A Relevant Lesson
Teachers as Protectors
Once More unto the Breach
Reconstructing Andrew Jackson
Scaffolding Problem-Based Teaching in a Traditional Social Studies Classroom
Can Studying Adolescents’ Thinking Amplify High-Leverage Social Studies Teaching Practice? Challenges of Synthesizing Pedagogies of Investigation and Enactment in School–Institutional Contexts
Historiographical Thinking
Understanding Pedagogical Reasoning in History Teaching through the Case of Cultivating Historical Empathy
Attention to Learners, Subject, or Teaching
Between Every “Now” and “Then”
Making Connections for Themselves and Their Students
Making Sense of “Best Practice” in Teaching History
Preaching History in a Social Studies Methods Course
Social Studies Teachers' Use of Classroom-Based and Web-Based Historical Primary Sources
Same Story; Different History
Who Are the Protagonists of History? Exploratory Study on Historical Relevance after Completing Compulsory Secondary Education in Spain
Educación histórica y competencias educativas
On difficult history displayed
Aprendizagem e formação da consciência histórica
Reflecting on Elementary Children's Understanding of History and Social Studies
Barriers to Inquiry-Based Instruction
Examining Studies of Inquiry-Based Learning in Three Fields of Education
Learning to Open Up History for Students
Telling the truth about history
The Burden of Representation
Intellectual History after the Linguistic Turn
Cognitive and Instructional Processes in History and the Social Sciences
Canadian-American Relations, 1849-1874
The Degradation of American History
History in the National Curriculum
Back When God Was Around and Everything”
Wrinkles in Time and Place
The Community of Inquiry as a Basis for Knowledge and Learning
On the Reading of Historical Texts
Knowledge and Teaching
Mind and Method in the History of Ideas
| Unique citing works | 41 |
|---|---|
| Citations per year | 1,58 |
| Citation span | 2000 - 2026 (27) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 41 |