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

Hanneke Bartelds ^[1] ; Geerte M. Savenije ^[1] ; Carla van Boxtel ^[1]
1. [1] University of Amsterdam
  
  University of Amsterdam
  
  Países Bajos
Localización: Theory and research in social education, ISSN 0093-3104, Vol. 48, Vol. 4, 2020, págs. 529-551
Idioma: inglés
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Resumen
- 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.