DEVELOPING HISTORICAL INTERPRETATION COMPETENCE THROUGH DIGITAL HISTORICAL SOURCES: A COMPETENCY-BASED FRAMEWORK FOR FUTURE HISTORY TEACHERS
DOI:
https://doi.org/10.5281/Keywords:
historical interpretation competence, digital historical sources, historical thinking, digital history, inquiry-based learning, teacher education, critical reflection, digital pedagogy, history education, historical literacy.Abstract
The rapid digital transformation of education has significantly reshaped the teaching and learning of history, creating new opportunities for engaging with historical sources and developing higher-order cognitive competencies. Among these competencies, historical interpretation competence has become increasingly important for future history teachers, as it enables them to critically analyze, contextualize, and interpret historical evidence within diverse social, cultural, and political contexts. Despite the growing availability of digital historical resources, insufficient attention has been paid to the mechanisms through which these resources contribute to the development of interpretation competence in teacher education. This study aims to identify and conceptualize the mechanisms that support the formation of historical interpretation competence through digital historical sources among future history teachers.
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