The Certainty Paradox of student history teachers: Balancing between historical facts and interpretation

Bjorn Gert Jan Wansink; Sanne Akkerman; Theo Wubbels

doi:10.1016/j.tate.2016.02.005

The Certainty Paradox of student history teachers: Balancing between historical facts and interpretation

Bjorn Gert Jan Wansink^*
, Sanne Akkerman
, Theo Wubbels

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

Teaching interpretational history is known to be challenging for history teachers. This study aimed at understanding how student teachers develop in terms of representing history epistemologically. 13 student teachers were interviewed drawing retrospective storylines. Student teachers reported more factual and less interpretational history teaching than they would have preferred, yet can be influenced in different epistemological directions by their work and learning environment. A prominent finding is that student teachers need to develop confidence in expertise before allowing the 'uncertainty' of interpretational history teaching, showing a 'Certainty Paradox'. A case for careful apprenticeship selection and epistemological reflection is made.

Original language	English
Pages (from-to)	94-105
Number of pages	12
Journal	Teaching and Teacher Education
Volume	56
DOIs	https://doi.org/10.1016/j.tate.2016.02.005
Publication status	Published - 1 May 2016

Keywords

Epistemology
Factors stimulating or constraining teachers
History
Student teachers

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10.1016/j.tate.2016.02.005

CertaintyFinal published version, 786 KBLicence: Taverne

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title = "The Certainty Paradox of student history teachers: Balancing between historical facts and interpretation",

abstract = "Teaching interpretational history is known to be challenging for history teachers. This study aimed at understanding how student teachers develop in terms of representing history epistemologically. 13 student teachers were interviewed drawing retrospective storylines. Student teachers reported more factual and less interpretational history teaching than they would have preferred, yet can be influenced in different epistemological directions by their work and learning environment. A prominent finding is that student teachers need to develop confidence in expertise before allowing the 'uncertainty' of interpretational history teaching, showing a 'Certainty Paradox'. A case for careful apprenticeship selection and epistemological reflection is made.",

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AU - Wansink, Bjorn Gert Jan

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AU - Wubbels, Theo

PY - 2016/5/1

Y1 - 2016/5/1

N2 - Teaching interpretational history is known to be challenging for history teachers. This study aimed at understanding how student teachers develop in terms of representing history epistemologically. 13 student teachers were interviewed drawing retrospective storylines. Student teachers reported more factual and less interpretational history teaching than they would have preferred, yet can be influenced in different epistemological directions by their work and learning environment. A prominent finding is that student teachers need to develop confidence in expertise before allowing the 'uncertainty' of interpretational history teaching, showing a 'Certainty Paradox'. A case for careful apprenticeship selection and epistemological reflection is made.

AB - Teaching interpretational history is known to be challenging for history teachers. This study aimed at understanding how student teachers develop in terms of representing history epistemologically. 13 student teachers were interviewed drawing retrospective storylines. Student teachers reported more factual and less interpretational history teaching than they would have preferred, yet can be influenced in different epistemological directions by their work and learning environment. A prominent finding is that student teachers need to develop confidence in expertise before allowing the 'uncertainty' of interpretational history teaching, showing a 'Certainty Paradox'. A case for careful apprenticeship selection and epistemological reflection is made.

KW - Epistemology

KW - Factors stimulating or constraining teachers

KW - History

KW - Student teachers

UR - https://www.scopus.com/pages/publications/84959440779

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DO - 10.1016/j.tate.2016.02.005

M3 - Article

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VL - 56

SP - 94

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JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

ER -

The Certainty Paradox of student history teachers: Balancing between historical facts and interpretation

Abstract

Keywords

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