Roland Bernhard is currently Post Doc Visiting Researcher at the University of Oxford, Department of Education. He worked as History Education Researcher at four different Universities in Austria (University of Graz, the University of Innsbruck, the University of Education Salzburg and at the University of Salzburg). Alongside his developing research career, he also taught for four years part time in high diversity classrooms. From 2015-2018, he conducted a major Post-Doc-Mixed-Methods-Study on History Teachers and Textbook Use in Austria that has received a generous grant from the Austrian Science Fund (CAOHT-Project).
The Epistemic Beliefs and Practice of Austrian History Teachers after the Paradigm Shift towards Historical Thinking (EBAHT)
Funding from the Habilitationsforum Fachdidaktik & Unterrichtsforschung makes it possible that the last phase of the Habilitation project is being conducted in the framework of a Visiting Research Fellowship at the University of Oxford, Department of Education from the 1st of September 2018 until the 28th of February 2019.
The main aim of the EBAHT-project is to examine in detail the beliefs and views of those responsible for the enactment of the current history curriculum in Austria – history teachers themselves. This project draws on rich data generated within the mixed method study "Competence and Academic Orientation in History Textbooks" conducted in Austria between 2015 and 2018. That large-scale, funded Austrian project examined the use of history textbooks by teachers in the context of requirements laid down by the competence-based history curriculum introduced in 2008. Results are currently being published in a number of publications (https://www.uni-salzburg.at/index.php?id=208660). The qualitative strand of the project consisted of interviews with history teachers (n=50) and participant observation in history lessons (n=50). The project in Oxford emerged from the original qualitative data, and focuses more explicitly on the history teacher's epistemological beliefs in order to be able to connect them to their views about the competence-based curriculum and their teaching practice. The findings will inform teacher education, policy and textbook production in Austria.
Prof. Dr. Katharine Burn (University of Oxford), Prof. DDR. Ulrike Greiner (University of Salzburg), Prof. Dr. Christoph Kühberger (University of Salzburg).