Between Campus and Classroom: Secondary Student-Teachers' Thinking about Historical Texts.

Abstract

This study extends Wineburg's research on historical thinking into the context of teacher education by focusing on how secondary teachers in history read and interpret historical texts, how they construct a truthful historical account from analysis of various sources, and how they approach an epistemology of history. This study has implications for the preparation of history teachers insofar as it is likely that teachers' ability historically and interpretively constitutes a necessary precondition for stimulating their students' historical thinking