ABSTRACT

Over the last 50 years, the school subject of history has increasingly been described as a subject about interpretation and multi-perspectivism. Discussing the subject this way might require a specific view of the subject’s nature. This study investigates the genre position and epistemic cognition of Swedish upper secondary school history teachers. The study uses a questionnaire to which 375 teachers responded and the results show that in relation to the theoretical framework, more than one half of the teachers demonstrate epistemic inconsistency, putting teachers’ ability to voice their epistemic views and/or theoretical assumptions into question. The age of teachers is the only studied structural category that appear to impact the teachers’ views of the subject, with older teachers being more optimistic about a true correspondence between the past and history, than younger teachers. The study also shows that there is not a straightforward relationship between genre position and epistemic cognition.

摘要

在过去的 50 年里，学校历史学科越来越多地被描述为一门关于解释和多视角的学科。以这种方式讨论该主题可能需要对该主题的性质有一个特定的看法。本研究调查瑞典高中历史教师的体裁定位和认知认知。该研究使用了一份有 375 名教师回答的问卷，结果表明，在理论框架方面，超过一半的教师表现出认知不一致，使教师表达认知观点和/或理论假设的能力受到质疑。教师年龄是唯一一个似乎会影响教师对该学科观点的研究结构类别，年长的教师比年轻的教师更乐观地认为过去与历史之间的真实对应。该研究还表明，体裁立场和认知认知之间没有直接的关系。