History teachers' thinking about the nature of their subject

• History teachers' conceptions of their discipline were broadly empiricist.
• Postmodern perspectives on history were less influential on history teachers.
• Rationales for the purposes of the subject emphasised broader educational purposes.
• These influence curriculum delivery, pupil learning and teacher development.

This paper addresses how secondary history teachers view the nature and purposes of their subject and how they think these views impact on their practice. Data were collected through individual qualitative interviews with eleven UK history teachers at the start of their careers. Their views on the nature of history are broadly empiricist with postmodern perspectives having been less influential. Their rationales for the subject emphasise broader educational purposes. The case for further emphasis on subject understandings in teacher education is made through a consideration of the implications of a lack of emphasis of more postmodern perspectives on classroom practice.