International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Volume 8 Issue 1
January-February 2026

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Perceptions and Awareness of Pre-service and In-service Social Science Teachers on Historical Thinking Skills

Author(s) Dr. N Anthonamma
Country India
Abstract This study examines the perceptions and awareness of Historical Thinking Skills (HTS) among pre-service and in-service social science teachers, exploring how experience, professional development, and institutional conditions shape their engagement with historical inquiry. Using a descriptive survey design, data were collected from 208 teachers through a standardized questionnaire covering professional development, awareness, challenges, and attitudes toward HTS. Independent sample t-tests revealed significant differences in several domains: in-service teachers demonstrated higher overall perceptions and stronger recognition of the role of professional development, while pre-service teachers reported greater awareness of challenges and support needs. No significant differences emerged in general awareness or attitudes and beliefs, suggesting shared foundational understanding across groups. Findings highlight that while teachers value HTS and actively attempt to integrate them, resource limitations, curriculum constraints, and limited student exposure hinder effective implementation. The study emphasises the need for strengthened teacher education programmes, continuous professional development, and enhanced institutional support to promote meaningful historical thinking in classrooms.
Keywords Historical Thinking Skills, Pre-service Teachers, In-service Teachers, Teacher Perceptions, Social Science Education, Professional Development
Field Sociology > Education
Published In Volume 8, Issue 1, January-February 2026
Published On 2026-01-08
DOI https://doi.org/10.36948/ijfmr.2026.v08i01.65859
Short DOI https://doi.org/hbjmjz
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E-ISSN 2582-2160
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