Becoming a History Teacher

Sustaining Practices in Historical Thinking and Knowing
Herausgeber: Sandwell, Ruth; Heyking, Amy von

• Broschiertes Buch

Produktbeschreibung

Becoming a History Teacher is a collection of thoughtful essays by history teachers, historians, and teacher educators on how to prepare student teachers to think historically and to teach historical thinking.

Produktdetails

• Verlag: University of Toronto Press
• Seitenzahl: 360
• Erscheinungstermin: 4. September 2014
• Englisch
• Abmessung: 228mm x 151mm x 25mm
• Gewicht: 525g
• ISBN-13: 9781442626515
• ISBN-10: 1442626518
• Artikelnr.: 40904432

Autorenporträt

Edited by Ruth Sandwell and Amy von Heyking

Inhaltsangabe

PART I: Introduction
Chapter 1. Introduction (Ruth Sandwell and Amy von Heyking)
Chapter 2. Moving from the Periphery to the Core: The Possibilities for
Professional Learning Communities in History Teacher Education (Alan Sears)
Chapter 3. “The Teacher is the Keystone of the Educational Arch”: A Century
and a Half of Lifelong Teacher Education in Canada (Penney Clark)
Chapter 4. The Poverty and Possibility of Historical Thinking: An Overview
of Recent Research into History Teacher Education (Scott A. Pollock)
PART II: Nurturing Historical Thinking Before Entering Teacher Education
Program
Chapter 5. On Historians and their Audiences: An Argument for Teaching (and
not just writing) History (Ruth W. Sandwell)
Chapter 6. Canadian History for Teachers: Integrating Content and Pedagogy
in Teacher Education (Amy von Heyking)
PART III: History and Social Studies’ Teacher Education Programs in Canada
Research and Reflection
Chapter 7. What is the Use of the Past for Future Teachers? A Snapshot of
Francophone Student Teachers in Ontario and Québec Universities (Stéphane
Lévesque)
Chapter 8. Through the Looking Glass: An Overview of the Theoretical
Foundations of Quebec’s History Curriculum (Catherine Duquette)
Chapter 9. Troubling Compromises: Historical Thinking in a One-Year
Secondary Teacher Education Program (Peter Seixas and Graeme Webber)
Chapter 10. Engaging Teacher Education Through a Re-writing That History We
Have Already Learned (Kent den Heyer)
Chapter 11. “Walking the Talk”: Modeling the Pedagogy We Preach in History
and Social Studies Methodology Courses (Roland Case and Genie MacLeod)
Strategies and Practices
Chapter 12. Teaching Student Teachers to Use Primary Sources When Teaching
History (Lindsay Gibson)
Chapter 13. Learning to Learn in New Brunswick Teacher Preparation:
Historical Research as a Vehicle for Cultivating Historical Thinking in the
Context of Social Studies
ducation (Theodore Christou)
Chapter 14 When In Doubt, Ask: Student Teacher Insights into Research and
Practice (John J C Myers)
PART IV: Boundary Work: Sustaining Communities of Practice
Research and Reflections
Chapter 15. Can Teacher Education Programs Learn Something from Teacher
Professional Development Initiatives? (Carla L. Peck)
Chapter 16. On the Museum as a Practiced Place: or, Reconsidering Museums
and History Education (Brenda Trofanenko)
Strategies and Practices
Chapter 17. Teaching History Teachers in the Classroom (Jan
Haskings-Winner)
Chapter 18. Engendering Power and Legitimation: Giving Teachers the Tools
to Claim a Place for History Education in their Schools (Rose Fine-Meyer)
Chapter 19. Telling the Stories of the Nikkei: A Place-based History
Education Project (Terry Taylor and Linda Farr Darling)
Chapter 20. Conclusion (Amy von Heyking and Ruth Sandwell)
Bibliography
List of Contributors
Endnotes