Abstract:
Using a case study design, the study examined history teachers‘ understanding
of the concept of historical empathy as a critical tool to drive history teaching
and learning. Four (4) elements of historical empathy were assessed: affective
connection, perspective taking, multi-perspectivity and shared normalcy. All
the history teachers in the public senior high schools in the Sunyani West
Municipality were involved in the study through the use of the census method.
Four historical narratives on the four elements were provided to the
participants as a written assignment for data collection. Thematic data analysis
technique and the constant comparative method were employed to determine
how individual teachers display evidence of empathic engagement. The
findings revealed that of the four (4) elements examined; teachers exhibited an
understanding of perspective taking and multi-perspective. They could not,
however, demonstrate knowledge of affective connection and shared
normalcy. Therefore, academic institutions that train history teachers, such as
universities and colleges of education, should use pedagogical practices that
support historical empathy in teacher preparation. Besides, the study
recommends that the Ghana Education Service be proactive in introducing
teachers to new development trends in history. This could be done through
periodic in-service education and training to improve history teachers' skills,
knowledge and professional competencies in areas such as historical empathy.
