Korean History Teacher Educators' Perceptions of History and History Education

• In Event: 26.080 - Roundtable Session 8
  In Roundtable Session: 26.080-12 - International Perspectives on Pedagogy and Curriculum in History Education

Abstract

This study investigated how history teacher educators perceive the nature and purpose of history education in Korea. Data collection involved open-ended interviews with five history teacher educators. Participants were purposefully selected for their teaching experiences and areas of academic expertise. All participants shared similar ideas regarding history education. They stressed content knowledge as the basis for developing historical thinking, the long-term changes in a historical narrative, and the importance of looking for the origins of today’s society and its development in history. Based on the framework of Barton and Levstik’s four stances, Korean history teacher educators significantly considered the analytic stance, but they focused on understanding how the present society was created, rather than engaging in inquiry of historical sources.

Author

• Geena Kim, Indiana University - Bloomington