”The use of history is the toughest nut to crack” : A qualitative study regarding history teachers´ approaches to the use of history in the course History 1a1.

The purpose of the study, which the essay presents, was to investigate and shed light on history teachers`perception of the ”uses of history” in the history course 1a1 given to upper secondary vocational program students. Through qualitative interviews, the study aimed to investigate the stories and experiences of seven teachers reagarding the obstacles and possibilities they see with teaching the use of history during the course history 1a1. The interviews were then analysed through two theoretical framworks: three historical approaches and epistemological cognition. The research shows that history teachers` subjectiv perception of what the use of history entails can have didactic consequences regarding what extent of the use of history they later teach. The teachers also describe that the students`historical and contemporary frames of reference have a great significance in how they teach the use of history. The study also shows that the teachers can see the use of history as an obstacle as well as an opportunity to create an entrance to the subject of history and to the course history 1a1 itself