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CHAPTER 5
EXPLORING HOW HISTORY TEACHERS PROMOTE HISTORICAL CONTEXTUALIZATION
This chapter explores how history teachers promote historical contextualization in their lessons. Using the Framework for Analyzing the Teaching of Historical Contextualization (FAT-HC), five trained raters observed eight history teachers twice. To further analyze the observation scores, the FAT-HC items were divided into eight categories while distinguishing between items that demonstrate historical contextualization and items focusing on engaging students in historical contextualization processes. The results indicate that the teachers in the sample did not explicitly promote historical contextualization in their lessons. No teacher obtained a mean FAT-HC score > 2.00 on a 4-point scale. The teachers mainly demonstrated historical contextualization, while engaging students in historical contextualization processes was observed far less often.
This chapter is based on: Huijgen, T. D., Holthuis, P., Van Boxtel, C. A. M., & Van de Grift, W. J. C. M. (2018). Promoting historical contextualization in classrooms: An observational study. Educational Studies. Advance online publication. doi:10.1080/03055698.2018.1509771
