Understanding Historical Literacy and Thinking Skills through the Lens of Social Studies: Perspectives of In-service Teachers

Abstract

This study examined the historical literacy and thinking skills of in-service teacher candidates teaching social studies in Bhutan, focusing on the five interrelated historical literacy and thinking skills. The purpose of the study was to study the level of proficiency and ability of in-service teachers in social studies instruction using different thinking skill techniques. The research sample (N=238) consisted of in-service teacher candidates who taught social studies in schools and in-service teachers from Paro College of Education pursuing MEd in Primary Social Studies (years 1 & 2). For the investigation, a mixed method was employed. Data was collected through survey questionnaires, open-ended questions and semi-structured interviews from 10 in-service teachers.  Key findings revealed that most participants had a strong grasp of historical literacy and thinking skills. The study also found that insufficient teacher preparation and resources prevented social studies teachers from effectively teaching historical literacy and thinking skills. Furthermore, it also found a disconnect between theory and practice even though teachers comprehend the principles.