Nitsche, Martin
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Why an integrated approach matters. Searching for a way to understand the formation of prospective history teachers’ epistemological beliefs
AbstractThis chapter argues for an integrated perspective of developmental, dimensional, and contextual approaches to epistemological beliefs to understand how they might be shaped in prospective history teachers during history teacher education. To this end, the various approaches are discussed, drawing on literature from educational psychology, historical theory, and history education to construct an integrative framework of epistemological beliefs. The empirical studies are presented to highlight the strengths and weaknesses of the approach. The discussion concludes with related challenges and future directions.