Page 113 - Balancing between the present and the past

promote historical contextualization in classrooms. The FAT-HC is modeled on Van de Grift’s (2007) International Comparative Analysis of Learning and Teaching (ICALT) high-inference observation instrument.
Table 15. Teachers’ characteristics
History teachers and historical contextualization
Teacher*
Gender
Educational qualification
Age
Years of work experience
Schools’ student enrollment
John Male Mark Male Nick Male Bob Male Dylan Male Lisa Female Anna Female Kim Female
Bachelors Masters Masters Masters Masters Masters Masters Masters
60 37 34 8 43 17 63 41 41 14 45 22 30 5 27 1
< 250 >1000 >1000 >1000 >1000 >1000 >1000 >1000
Note. *Names are pseudonyms.
The FAT-HC comprises 40 items and utilizes a 4-point Likert scale to score the items, 5 where 1 = weak, 2 = more weak than strong, 3 = more strong than weak, and 4 = strong.
Observers have to provide a qualitative verdict of an item based on the whole lesson.
Similar to the ICALT instrument, scores of 1 and 2 represent a negative verdict, while
scores of 3 and 4 represent a positive verdict. To analyze the lesson observations more specifically, we divided the 40 FAT-HC items into eight categories (see Table 16). The categories were based on four teaching strategies: (1) reconstructing an adequate historical context, (2) enhancing historical empathy, (3) using the historical context to explain historical events, and (4) raising awareness of the consequences of a present- oriented perspective when examining the past.
Table 16. Categories and accompanying FAT-HC items
Reconstructing the historical context (teacher demonstrates) Reconstructing the historical context (teacher activates)
Enhancing historical empathy (teacher demonstrates) Enhancing historical empathy (teacher activates)
Using the historical context to explain historical events (teacher demonstrates)
Using the historical context to explain historical events (teacher activates)
Not using anachronisms and presenting the past as progress Raising awareness of present-oriented perspectives
Note. See Appendix D for the FAT-HC of Huijgen, Van de Grift, et al. (2017).
1-13 14-21 22-24 25-27 28-31 32-35
36-37 38-40
Categories
FAT-HC items
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