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

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.