Prospective History Teachers' Experiences in Place-Based Education: A Qualitative Study on the Development of Social-Emotional Skills
DOI:
https://doi.org/10.29408/fhs.v10i1.33938Keywords:
history learning, place-based education, social-emotional skillsAbstract
21st-century education requires teachers to be not only cognitively competent but also to have mature social-emotional skills, especially for prospective history teachers in facilitating historical empathy and managing sensitive discussions. Place-Based Education (PBE) offers a contextual learning approach that links historical material to local places and communities, thereby potentially serving as a vehicle for developing social-emotional skills through authentic learning experiences. This study aims to examine the application of Place-Based Education to develop the social-emotional skills of prospective history teachers. The research uses a qualitative approach, with data collected through learning observations, interviews, and documentation. The results show that place-based learning creates authentic learning experiences that encourage the development of relational skills, responsible decision-making, self-management, and social and self-awareness among students through direct interaction and contextual reflection. These findings conclude that Place-Based Education is a relevant pedagogical approach for integrating history learning with the development of social-emotional competencies in prospective history teachers.
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