History Teachers‘ Understanding of Historical Empathy: A Case Study of Public Senior High School History Teachers in the Sunyani West Municipality in the Bono Region of Ghana

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.