History Teachers' and Historians' Beliefs about Presentism

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  In Roundtable Session: Skills and Strategies for Teaching History: Approaches and Considerations

Abstract

This paper discusses historians’ and history teachers’ beliefs about presentism. It explores findings from a mixed-method study drawing from a survey questionnaire (n=293) and a think aloud protocols and interviews (n=23) as data sources. It examines participants’ beliefs about history and considers how those beliefs might shape views on presentism. Findings demonstrate significant differences between historians and teachers in their beliefs on the benefits and drawbacks of presentism in historical understanding. Findings also demonstrate that demographic and expertise are strongly correlated to different views on presentism among practicing historians. This paper aims to support the development of new approaches to thinking historically that apply the views of practicing historians and teachers on the issue of presentism.

Authors

• James Miles, University of Alberta

• Lindsay S. Gibson, University of British Columbia

• Rachel Moylan, University of British Columbia