Skip to main content

An empirical framework for understanding how teachers conceptualize and cultivate historical empathy in students

Buy Article:

$55.00 plus tax (Refund Policy)

This study reports the results of a case study of four teachers' beliefs about the nature of historical empathy and their means of cultivating such empathy in secondary school classrooms. The results of multiple interviews and lesson observations of history teachers in England suggest that teachers conceptualize empathy in bounded but not parsimonious ways, shaped by the realities of trying to teach it to students; that they select from broad repertoires of strategies, including major activities as well as small-scale discourse strategies, heretofore largely unexamined; and that they recognize ways in which their empathetic goals exist in tension with other teaching aims, creating dilemmas they must manage rather than definitively resolve. Significant discrepancies between how these teachers actually think and practice and how empathy teaching is discussed in the educational literature suggest that research stands to benefit by attending more closely to teachers' ideas.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Data/Media
No Metrics

Keywords: concept teaching; historical empathy; history instruction; teacher education; teaching experience; theory-practice relationship; world views

Document Type: Research Article

Affiliations: Primary Source, Watertown, MA, USA

Publication date: 2009-10-01

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more