Abstract:
This study sought to assess historical thinking concepts among history teachers in selected public Senior High Schools in the Central Region of Ghana. The interpretive phenomenological design of qualitative research was used to gather the necessary information for the study. Twelve (12) history teachers were used for the study. Data was collected through face –to –face interviews and was analysed according to each research question. Thematic analysis was used for the analysis of the data. The study revealed that history teachers possessed an understanding of historical significance. The history teachers depended on important past events, profundity, contemporary lessons, resonant and quantity to judge significant events in history. Additionally, history teachers demonstrated a deeper understanding of historical empathy. Furthermore, the findings indicated that history teachers apply sourcing, contextualisation and corroborative skills in analysing primary source evidence. Also, history teachers possessed an understanding of ethical judgement in history. Thus, history teachers have demonstrated knowledge of historical thinking concepts. The recommendation of this study is that history teachers should use their knowledge of historical significance to aid students identify significant events in the past. Also, history teachers should approach history in ways that students will appreciate the process involved in historical empathy. Finally, the ministry of Education and Ghana Education Service should occasionally organise professional development seminars on ethical judgement in history to further up-grade history teachers‟ knowledge of ethical judgement in history
