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.
Appendices
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