Abstracts
Abstract
This paper looks at the historical consciousness of prospective history teachers in Canada. Using a bilingual online survey instrument inspired by the pan-Canadian research Canadians and their Pasts with volunteer participants (N=233), the study investigates their background knowledge, their perceptions of the trustworthiness of sources, their experiences in the history classroom, and their visions of school history. Results reveal that few prospective teachers have extensive knowledge of Canadian history and limited experience with active, inquiry-based teaching approaches to the past. However, a majority of them have very strong conceptions and sense of purposes regarding school history. The paper discusses the implications of this study, notably the need for professional communities of history practitioners.
Résumé
Cet article s’intéresse à la conscience historique des futurs professeurs d’histoire au Canada. Réalisée auprès de participants bénévoles (N=233) à l’aide d’un outil de sondage en ligne s’inspirant de la recherche pancanadienne Les Canadiens et leurs passés, cette enquête étudie les connaissances de base, la perception de la fiabilité des sources, l’expérience en classe d’histoire et la vision de l’histoire en milieu scolaire de futurs enseignants. Les résultats mettent en lumière le fait que peu d’entre eux possèdent une connaissance approfondie de l’histoire canadienne. De plus, ceux-ci ont peu d’expérience des méthodes d’enseignement basées sur l’enquête historienne. Cependant, une majorité des futurs professeurs a une représentation très prégnante de ce qu’est l’histoire en milieu scolaire et de ses fins. Cet article aborde les retombées de cette recherche, notamment le besoin de communautés professionnelles d’enseignants de l’histoire.
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Appendices
Biographical notes
Stéphane G. Lévesque is Vice-Dean of Research and Staff Development at the Faculty of Education, University of Ottawa. He is also Professor of History Education, Director of the Virtual History and Stories Lab, and a founding member of The History Education Research Network / Histoire et education en réseau (THEN / HiER). His research focuses on historical thinking, digital history, Canadian history, and students’ historical ideas.
Paul Zanazanian is an Assistant Professor in the Department of Integrated Studies in Education at McGill University. His research expertise centres on explorations of the workings of historical consciousness in the development of ethno-cultural, civic, and national identities, with a particular focus on the dynamics of such processes in both formal and informal school settings; and has contributed to an understanding of the ways in which educational practitioners use their historical consciousness for developing a sense of professional identity and agency.
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Appendices
Notes biographiques
Stéphane G. Lévesque est vice-doyen à la recherche et au développement professionnel à la faculté d’éducation de l’Université d’Ottawa. Il est également professeur en enseignement de l’histoire, directeur du Laboratoire d’histoire virtuelle et membre fondateur de l’organisme The History Education Research Network/Histoire et éducation en réseau (THEN / HiER). Ses recherches portent sur la réflexion historique, l’histoire numérique, l’histoire canadienne et les idées des étudiants en ce qui a trait à l’histoire.
Paul Zanazanian est professeur adjoint au département d’études intégrées en sciences de l’éducation de l’Université McGill. Son domaine d’expertise en recherche est l’exploration des rouages de la conscience historique dans le développement d’identités ethnoculturelle, citoyenne et nationale, avec un intérêt particulier pour les mécanismes de ces processus dans des contextes scolaires formels et informels. Il a contribué à une meilleure compréhension de la manière dont les professionnels en éducation utilisent leur conscience historique afin de développer un sens de l’identité et de communauté professionnelles.