Htqe.2023.16

https://doi.org/10.22364/htqe.2023.16 | 220-229 | PDF

Development of the Narrative Competence Domain of History Education between 2000 and 2020

Edgars Berzins
University of Latvia, Latvia

Abstract. In the realm of history education, there has been a growing focus on the development of narrative skills as a key area for academic inquiry. Research has illuminated how the ability to create, interpret, and critically assess historical narratives is integral to fostering historical thinking and consciousness among students. Notably, narrative skills extend beyond mere storytelling; they enable students to construct meaningful and accurate historical narratives that encapsulate complex interactions, cause-and-effect relationships, and varying perspectives. This article provides an in-depth look into how the domain of narrative competence in history education has evolved over a two-decade span from 2000 to 2020. The data for this investigation were extracted from articles that are part of the Web of Science Core Collection, and a variety of methods, such as the cataloguing approach, were employed to analyze the available information. The study unveils that narrative competence has increasingly become a focal point, pinpointing five key clusters of topics that support this specific educational objective. These clusters range from the theoretical frameworks used in narrative construction to pedagogical strategies aimed at improving these skills. Significantly, this review underscores that research topics relating to narrative skills and competence have progressively moved from the periphery to a more central position within the broader field of history education research. This shift indicates an acknowledgment of the critical role that narrative skills play not only in understanding history but also in shaping critical thinkers capable of analyzing the past in a nuanced manner. The analysis also implies that history educators are increasingly expected to include narrative skills in their curriculum, ultimately contributing to more effective history education. Overall, the focus on narrative competence is reshaping how history is taught and understood, underscoring its importance in the development of well-rounded students.

Keywords: history education, history learning, history teaching, literature analysis, narrative competence, narrative skills

In: Human, Technologies and Quality of Education, 2023. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2023. Rakstu krājums
Riga, University of Latvia, 2023. 796 p. Ed. L. Daniela
https://doi.org/10.22364/htqe.2023
ISBN 978-9934-36-116-6