Historical Thinking for History Teachers

A new approach to engaging students and developing historical consciousness
1. Auflage 2019
ISBN: 978-1-76029-551-6
Verlag: Routledge

Buch, Englisch, 384 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 585 g

Effective Australian history education has never been more important for the development of critically aware and thoughtful young people. History fosters important skills in reasoning, historical consciousness and empathy; and an appreciation of history is crucial to the development of students' understanding of the very nature of our society. This edited collection comprises contributions from leading historians, educators and practising teachers, and surveys Australian history teaching today, from the development of the national curriculum to fostering historical thinking and promoting effective engagement in the history classroom.

The book begins with an analysis of the principles underlying the drafting of the national curriculum and features insights from the writers of the curriculum themselves. It focuses on the curriculum from primary- and secondary-school teaching perspectives. Part 2 examines the teaching of historical expertise including historical thinking and value formation, as well as productive assessment and the important role social history can play in the classroom. Part 3 concentrates on specific approaches to history teaching including teacher talk; the use of historical fiction and film; digital technology and the internet; as well as museums as a teaching medium. Part 4 analyses key aspects of Australian history teaching including Indigenous perspectives, teaching citizenship and assisting the pre-service teacher in their transition to becoming a professional.

Rich with insights into historical skills, historical concepts and critical thinking, as well as practical guidance on translating principles into engaging classroom approaches, this is an essential reference for both pre-service and in-service history teachers and educators.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Allender, Tim

Parkes, Robert

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Acronyms and abbreviations
Preface: Understanding history and the history classroom
Introduction
1Historical consciousness and the Australian Curriculum
2Understanding the Australian Curriculum: History
3A primary history perspective on the Australian Curriculum
4Scholarly historical practice and disciplinary method
5The role of questions and sources in promoting historical thinking
6Developing your approach to teaching history

7Teaching empathy and the critical examination of historical evidence
8The nature of values and why they matter in the teaching and learning of history

9The value of direct teaching and historical knowledge

10Inquiry approaches to assessment in the history classroom
11Social history in the classroom
12Teacher talk within the history classroom

13Personalised narratives of war and teaching engaging history

14Using fiction to develop higher-order historical understanding

15Drama pedagogy in the teaching of history
16Integrating filmic pedagogies into the teaching and learning cycle

17Using websites to develop historical thinking
18Digital technology in the primary classroom
19History teaching and the museum

20Classroom perspectives on Australia's contact history

21Approaches to teaching Aboriginal history and politics

22Teaching citizenship in the history classroom

23Navigating professional identity as a teacher of history

Über Autor(innen)

Tim Allender is Professor and Chair of History and Curriculum at the University of Sydney and has taught preparing history teachers for over 20 years. He has published on history curriculum issues and has held an ARC Discovery grant that looked into classroom history practice. Anna Clark is a Future Fellow and Associate Professor at the University of Technology, Sydney. She has written extensively in the field of history education and historical consciousness. Robert Parkes is Associate Professor of Education at the University of Newcastle and convenor of the HERMES History Education Research Network. He is also the founding editor of Historical Encounters: A journal of historical consciousness, historical cultures and history education.