In this study, we investigated the role of an observation instrument on teaching historical thinking and reasoning (HTR) in fostering teachers’ capability to teach historical reasoning. The aim was to see how Teach-HTR, an observation instrument that focusses on teacher behaviour when teaching HTR, can be used to enhance the professional growth of history student teachers in its teaching. We conducted a case study focusing on teacher training where a teacher educator integrated the use of the instrument in his regular practice. After investigating the changes in student teachers’ beliefs, knowledge and practices by conducting pre- and post-measurements we used the Interconnected Model of Professional Growth to examine it further. The case study shows the Teach-HTR observation instrument helps student-teachers identify the teacher behaviour that enhances the teaching of HTR. It provides indications of the instrument’s utility in enhancing professional growth.
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