Advancing the teaching of historical empathy in a Professional Learning Community

Historical empathy is considered an important component of history learning. However, teaching historical empathy is difficult for teachers, for example, because both cognitive and affective aspects are important and teachers experience the difficulty of how to give both components enough attention in their lessons. This study investigated a Professional Learning Community (PLC) focusing on teaching empathy in history lessons using seven design principles and (accounts of) eyewitnesses. Participants were eight history teachers of eight different secondary schools in the Netherlands. This study investigated how teachers who participated in this PLC grow professionally in their understanding of what (historical) empathy is, of why it is important, and in their confidence to teach it. Using the Interconnected Model of Professional Growth, we also investigated which resources teachers believed were important for their professional growth. We used questionnaires and interviews, supplemented with relevant observations based on video recordings of the PLC meetings, through which triangulation was sought. The findings showed that the participating teachers enriched their understanding of historical empathy. Teachers’ self-efficacy in teaching historical empathy also increased. The seven design principles proved to be useful for teachers for preparing and teaching lessons in which students engage in historical empathy. Within the PLC the principles also provided starting points for teachers to discuss historical empathy with their students, colleagues and in teacher education.