Examining the Relative Importance of History Teachers’ Epistemological Beliefs in Shaping Their Instructional Practices

Abstract

AbstractDeparting from concrete teacher cases, the authors of this chapter reflect on the importance of epistemological beliefs in (research on) teachers’ instructional practices. Drawing on their own and others’ research, they demonstrate that there is often an inconsistency between teachers’ epistemological beliefs about history and how teachers present how historical knowledge is constructed in their concrete teaching practices. The authors elaborate upon two reasons for this inconsistency that relate, first, to the complexity of epistemological beliefs and, second, to how these beliefs function within a complex belief system. Methodological difficulties associated with accurately capturing teachers’ epistemological beliefs are also discussed. The authors provide concrete recommendations for how to include these beliefs meaningfully in both future studies on teachers’ instructional practices and in teaching practices.