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- Vol 2 RE: App F
historical thinkinghistorical evidencecontinuity and changecausal reasoningperspective takingsource-based inquiryhistory assessmentteacher autonomyBook chapter Evidence summaryAt a glance
Rautiainen and van den Berg examine the development of history education in Finland as curricula moved from transmitting national content toward disciplinary historical thinking. The chapter situates change within Finland’s national curriculum, teacher autonomy, subject traditions, matriculation examination, and research-informed teacher education.
Key ideas
Historical competence involves working with evidence, recognizing interpretations, explaining continuity and change, causal reasoning, perspective taking, and understanding how historical accounts are constructed. Formal objectives increasingly value these practices, but classroom routines and high-stakes assessment can continue to privilege coverage and recall. The authors therefore expose a recurring implementation gap: ambitious curriculum language does not automatically alter tasks, textbooks, teacher knowledge, or assessment. Developing historical thinking requires coherent alignment among goals, classroom inquiry, source work, teacher preparation, and examinations.
Why it matters
The Finnish case illustrates both the possibilities created by professional autonomy and the persistence of cultural teaching scripts when system signals point in different directions.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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