Teaching and Learning History: Understanding the Past 11-18

Neuausgabe 2011
ISBN: 978-0-335-23820-0
Verlag: McGraw-Hill Publishing Company

Buch, Englisch, 200 Seiten, Format (B × H): 169 mm x 238 mm, Gewicht: 352 g

Teaching and Learning History offers a fresh and distinctive view on the teaching of history in schools at a time when the value of learning about the past is often questioned. Drawing together ideas from research, classroom practice and the voices of learners themselves, it sets out an imaginative and wide-ranging rationale for a view of history as an essential component in the learning of all young people. The book is organized around four underlying ideas: - The place of history in the contemporary school curriculum - The importance of inclusive practices - The nature of successful history pedagogy - The centrality of professionalism and innovationThese four ideas interlock throughout the book as the authors review current practices, consider what history offers to all young people and offer practical guidance on developing outstanding practices for all learners. Beginning with an account of what it means to teach and learn history in schools, the authors go on to explore the main purposes of teaching history in schools. The book offers rich guidance on successful classroom practice, and sets classrooms in the wider context of the curriculum in a rapidly changing and often deeply divided society. Key features of the book include: - Securely grounded in real classrooms with examples in easy to use charts and boxes - Extensive examples from real learners This book is essential reading for students training to teach history.

Autoren/Hrsg.

Husbands, Chris

Kitson, Alison

Steward, Susan

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Weiterführende Schulen

Inhaltsverzeichnis

Section 1: History in schools
Chapter 1: What is school history?
Chapter 2: History and the curriculum
Chapter 3: Teaching and learning in classrooms Section 2: Learning History
Chapter 4: Learning History: What do pupils want?
Chapter 5: What do pupils find difficult in history?Section 3: Building blocks: learners, teachers and the past
Chapter 6: Evidence and enquiry
Chapter 7: The key concepts of history teaching

Chapter 8: Communicating and Assessing
Chapter 9: Long term planning
Chapter 10: Inclusive practices in history teachingSection 4: How could history matter in schools?
Chapter 11: Is there history pedagogy?

Chapter 12: Making history matter: relevance, diversity, heritage, morality

Über Autor(innen)

Chris Husbands is Director of the Institute of Education, University of London, UK. Alison Kitson is Lecturer in History Education and Director of Initial Teacher Education at the Institution of Education, University of London, UK. Susan Steward is Researcher at the Faculty of Education at Cambridge University, UK.