High school teacher trainees’ beliefs about the teaching of history
Keywords:
teacher education, history instruction, teachers’ beliefs, teachers’ qualificationsAbstract
Objective: The paper aims at analyzing and characterizing teacher trainees’ beliefs about the teaching of history at high school.
Method: Following a qualitative methodology, a questionnaire eliciting history teacher trainee freshmen was used. The questionnaire was structured in two sections: the first based on statements about the teaching of history and the second with open questions about their experiences and purposes of teaching history at the school level.
Results: The results show that the teacher trainees’ beliefs are heterogeneous, diverse and in some cases contradictory.
Conclusions: The researcher arrived at the conclusion that knowing teacher trainees’ beliefs is important for assessing teaching practices and improving the teaching of history by bettering teaching trainee.
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