• DOI:10.1007/978-3-030-37210-1_5
• Corpus ID: 216230924

Improving Teachers’ Proficiency in Teaching Historical Thinking

@inproceedings{vanBoxtel2020ImprovingTP,
  title={Improving Teachers’ Proficiency in Teaching Historical Thinking},
  author={Carla van Boxtel and Jannet van Drie and Gerhard Stoel},
  year={2020}
}

• Carla van Boxtel, J. van Drie, G. Stoel
• Published 2020
• Sociology, Education

In the Netherlands, historical thinking skills have been a substantial component of the history curriculum for quite some time. Textbooks include a variety of historical sources and tasks to develop historical thinking skills. The central examination assesses students’ ability to identify processes of continuity and change, causes and consequences, and to evaluate the trustworthiness and usability of historical sources. Teacher education programs include lessons or even courses about historical thinking. Nevertheless, teaching historical thinking and reasoning appears challenging for teachers. This is even more the case since the Dutch curriculum renewal moved toward more emphasis on broad overview knowledge.