History Teachers' Competencies in Stimulating Historical Contextualization: The Construction of an Observational Procedure

• In Event: 29.032 - Paper Session 1

Abstract

This study chronicles the development an observational instrument to assess teacher competencies in stimulating historical contextualization. Based on previous historical contextualization research, we extracted observable items related to the development of historical contextualization in classrooms. The instrument contains four categories: 1) providing historical knowledge, 2) comparing historical phenomena, 3) fostering historical empathy, and 4) avoiding presentism. With the development of underlying items for each category, the full scale includes 37 items. We found positive results for the instruments' content validity and inter-rater reliability. Using generalizability theory, the optimal number of observed lessons and raters will be calculated to further confirm the instruments' validity and reliability and refine its use in our observational system.

Authors

• Timothy David Huijgen, University of Groningen

• Wim van de Grift, University of Groningen

• Carla Van Boxtel, University of Amsterdam

• Paul Holthuis, University of Groningen