Narrative competence and epistemological beliefs of German Swiss prospective history teachers: A situated relationship
Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
2022
Typ der Arbeit
Studiengang
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Historical Encounters
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
9
Ausgabe / Nummer
1
Seiten / Dauer
116-140
Patentnummer
Verlag / Herausgebende Institution
University of Newcastle
Verlagsort / Veranstaltungsort
Newcastle
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Few history education studies have indicated that school students’ epistemological beliefs affect their historical thinking and writing. Some research has suggested that history teaching could affect these aspects. Several history educators have assumed that (prospective) history teachers’ epistemological beliefs are related to their ways of teaching and to their ability to think historically. Yet evidence underpinning these assumptions is rare. To address this gap, we investigated how prospective German Swiss history teachers’ epistemological beliefs impacts their reading and writing abilities in terms of narrative competence. We therefore applied argumentative writing tasks to assess participants’ narrative competence and surveyed their epistemological beliefs and further contextual covariates (e.g., situational interest, number of history courses attended at university). Results show small effects of participants’ epistemological beliefs on their narrative competence, while their situational interest is more influential. Other contextual constructs (e.g., number of history courses attended at university) are also predictive. Overall, our results indicate that narrative competence and epistemological beliefs are correlated yet situated in contextual aspects.
Schlagwörter
Fachgebiet (DDC)
370 - Erziehung, Schul- und Bildungswesen
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
2203-7543
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Diamond
Lizenz
Zitation
NITSCHE, Martin und Monika WALDIS WEBER, 2022. Narrative competence and epistemological beliefs of German Swiss prospective history teachers: A situated relationship. Historical Encounters. 2022. Bd. 9, Nr. 1, S. 116–140. DOI 10.52289/hej9.107. Verfügbar unter: https://doi.org/10.26041/fhnw-5280