An Investigation of Candidate Teachers’ Perception of Historical Time through the Timelines

dc.creator	Ahmet Şimşek
dc.creator	Mehmet Suat Bal
dc.date	2010-05-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:36:49Z
dc.date.available	2015-08-12T11:36:49Z
dc.identifier	1309-9108
dc.identifier	https://doaj.org/article/7f99cc444a57493aa9bc847653422972
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/31399
dc.description	History investigates the meaningful true events experienced in the past within a historical process. This investigation is carried out within a particular historical period. Therefore, to many historians, historical time or chronology is the backbone of history (Diem, 1982). However, this mental schema or perception does not emerge or takes shape spontaneously (Şimşek, 2006). It is crucial to begin to teach the concept of historical time in the primary school, which means that it requires a fundamental educational planning. The competency of primary teachers who will plan and implement the instruction of the concept is also of high importance for this education. Therefore, in this study, a primary teacher’s perception of historical time was investigated.In this study, first year pre-service teachers’ perceptions of historical time were investigated through the readings of “timelines” prepared by these teacher candidates. Within this framework, answers for the following questions are sought through the timelines students prepared:1. In what form was the term historical time?2. Why were these forms chosen?3. How was their perception of the birth date of Christ?4. How did they divide history into periods?5. Which events marked the ending point of an age?6. What were the points they took into consideration?7. What kind of images and symbols did they use to narrate events?MethodologyThis study adopts a descriptive analysis technique. The pre-service primary teachers’ perception of historical time is to be described through the timeline they prepared. The obtained data is analyzed through the method of content analysis.The study group consisted of a cluster of 54 in first year pre-service primary teachers from the University of Gaziantep. The group was made up of 37 women and 17 men. All of the products by students were analyzed.The group was asked to prepare timeline through which they would teach students the historical time within the context of history of civilization. The teacher candidates were also asked to touch on events they thought were important in history when they prepared these timelines. There was no other limitation or direction.The investigators analyzed the timelines developed by each candidate and the forms of time the candidates chose in accordance with the three forms of time (linear, circular and chaotic forms of time). Two investigators compared and discussed the contradictory findings obtained through separate analyses. Then, they tabulated the obtained data after an analytical evaluation.
dc.language	Turkish
dc.language	English
dc.publisher	Association for Social Studies Educators (ASSE)
dc.relation	http://www.jsser.org/index.php/JSSER/article/viewFile/4/pdf
dc.relation	https://doaj.org/toc/1309-9108
dc.source	Journal of Social Studies Education Research, Vol 1, Iss 1, Pp 124-151 (2010)
dc.subject	historical time
dc.subject	timeline
dc.subject	history teaching
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	An Investigation of Candidate Teachers’ Perception of Historical Time through the Timelines
dc.type	article