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Teachers and the Epistemology of History
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This edited book explores conceptual as well as empirical approaches to epistemic beliefs that teachers of history might hold. Teachers must navigate a landscape of reconstruction and foster critical distance in students in order to counter cognitive frames which reinforce national myths. Chapters therefore explore how teachers reason with the epistemic nature of history and how this impacts their teaching, interpretation of curricula and relationship to their students. Contributions consider the implications for prospective history teachers and in-service training, challenges to the field and point to ways forward. The book will be of interest to academics and students of history education, as well as practising teachers and museum curators. This is an open access book.
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