Understanding History TeachingMcGraw-Hill Education (UK), 2003 M09 16 - 192 pages "Understanding History Teaching is an enjoyable read with a logical and flowing structure. It lives up to its goal of appealing to both academic and professional readers with both academic depth and real insights and opportunities for the professional teacher to draw from. It presents its data and interpretations in a manner which does not avoid the issues revealed within the research but has an uplifting effect on the reader and leaves them feeling optimistic about the quality of History teaching in UK secondary schools." Robert Wyness, Student, De Montfort University, Leicester,UK * Why do we teach and learn about the past? |
Contents
SECTION 2 Understanding history teachers | 49 |
SECTION 3 Understanding the history curriculum | 95 |
APPENDIX | 145 |
Bibliography | 157 |
Index | 167 |
Back Cover | 175 |
Other editions - View all
Understanding History Teaching Christopher T. Husbands,Alison Kitson,Anna Pendry No preview available - 2003 |
Common terms and phrases
able achieve activities aims already answer approach argued asked Britain British challenges choices citizenship classroom clear complex concepts concerns debate described detailed discussion drawing effective enable engagement evidence examination example experience explore factors future GCSE goals going head of department Hence history curriculum history teachers ideas identified important included individual influence intentions interest interpretations interviews involved issues Key Stage knowledge learning less lesson linked literacy looking Mark means national curriculum nature observed offered particular past perhaps planning political positive possible practice present procedural professional pupils questions range reasons recent reflect relation school history schools sense significant similar skills sorts sources specific strategies structure talked task taught teaching things topics tradition types understanding units wanted whole
Popular passages
Page 28 - The future is an apathetic void of no interest to anyone. The past is full of life, eager to irritate us, provoke and insult us. tempt us to destroy or repaint it. The only reason people want to be masters of the future is to change the past They are fighting for access to the laboratories where photographs are retouched and biographies and histories are written.
Page 74 - I hear, and I forget; I see, and I remember; I do, and I understand.
Page 34 - Shulman (1986, p. 4-14) has called a teacher's 'pedagogical content knowledge': [it] embodies the aspects of content most germane to its teachability. Within the category of pedagogical content knowledge I include, for the most regularly taught topics in one's subject area, the most useful forms of representation of those ideas, the most powerful analogies, illustrations, examples, explanations and demonstrations - in a word, the ways of representing and formulating the subject that make it comprehensible...
Page 34 - ... the ways of representing and formulating the subject that make it comprehensible to others. . . . Pedagogical content knowledge also includes an understanding of what makes the learning of specific topics easy or difficult: the conceptions and preconceptions that students of different ages and backgrounds bring with them to the learning of those most frequently taught topics and lessons.
Page 8 - Content was largely British, or rather Southern English; Celts looked in to starve, emigrate or rebel; the North to invent looms or work in mills; abroad was of interest once it was part of the Empire; foreigners were either, sensibly, allies, or, rightly, defeated.
Page 9 - The programmes of study should have at the core the history of Britain, the record of its past, and in particular, its political, constitutional and cultural heritage.
Page 9 - The school curriculum should contribute to the development of pupils' sense of identity through knowledge and understanding of the spiritual, moral, social and cultural heritages of Britain's diverse society and of the local, national, European, Commonwealth and global dimensions of their lives.
Page 34 - ... the most useful forms of representation of those ideas, the most powerful analogies, illustrations, examples, explanations, and demonstrations—in a word, the ways of representing and formulating the subject that makes it comprehensible to others....
Page 28 - It's not true. The future is an apathetic void of no interest to anyone. The past is full of life, eager to irritate us, provoke and insult us, tempt us to destroy or repaint it. The only reason people want to be masters of the future is to change the past.