The interplay between historical thinking and epistemological beliefs: A case study with history teachers in Flanders

History teachers’ epistemological beliefs are considered to be greatly influential on their instructional practice and a necessary requirement to foster their students’ historical thinking skills. In examining this relationship, two issues arise. First, adequately capturing teachers’ epistemological beliefs remains a challenge as existing instruments appear not to be always valid and reliable. Some researchers suggest to distinguish between formal and practical epistemologies, which requires different measuring instruments. Second, it remains unclear how teachers’ epistemological beliefs influ... Mehr ...