Teachers and the Epistemology of History

<p>1:&nbsp;Introduction: The epistemology of history and the realities of teaching.- 2:&nbsp;Epistemic fluency and the pedagogical challenge of fake news, historical denial, and rival histories.- 3:&nbsp;Elementary schoolteachers’ perspectives on history 1920–1946.- 4:&nbsp;The epistemic consideration of post graduate certificate in education (PGCE) history students: A South African case study.- 5:&nbsp;“Both sides of the Story”: the epistemic nature of historical knowledge as understood by pre-service history teachers in a South African university.- 6:&nbsp;The meaning of multi-ethnic classroom contexts in light of history teachers’ differing epistemic expressions.- 7:&nbsp;Mapping teachers’ epistemic beliefs in collegial planning.- 8:&nbsp;‘I never thought about history this way’: the development of elementary teachers’ beliefs about history and how a professional learning community can influence these.- 9:&nbsp;Going beyond the scoring grid: how the topic of assessment can promote reflection on epistemic beliefs and agency in history education.- 10:&nbsp;Examining the relative importance of history teachers’ epistemological beliefs in shaping their instructional practices.- 11:&nbsp;Searching for metaphors: exploring teacher candidates’ epistemological frames.- 12:&nbsp;Epistemological issues in teaching global history.- 13:&nbsp;Why does epistemology matter? A personal journey.- 14:&nbsp;Why an integrated approach matters: searching for a way to understand the formation of prospective history teachers’ epistemological beliefs.- 15:&nbsp;Adopting Maggioni’s BHQ into Turkish culture and assessing its validity and reliability.- 16:&nbsp;Exploring Taiwanese history teachers’ epistemic beliefs about history.- 17:&nbsp;Epistemic cognition triangulated: What can we learn about the theory of epistemic beliefs in history from reassessment of its measurement?- 18:&nbsp;Why are they inconsistent? Discussing Norwegian history student teachers’ understanding of the Beliefs about Learning and Teaching History Questionnaire through cognitive interviewing.- 19:&nbsp;From the ideal-type historian and its associated conceptions of teaching history to a more embodied and practical life approach.</p>