Becoming a history teacher : sustaining practices in historical thinking and knowing /

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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.

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autores principales: Von Heyking, Amy J. (Amy Jeanette), 1965- (Autor, Editor ), Sandwell, R. W. (Ruth Wells), 1955- (Autor, Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Toronto : University of Toronto Press, 2014.
Temas:
History teachers > Training of > Canada.
History > Study and teaching > Canada.
Professeurs d'histoire > Formation > Canada.
Histoire > Étude et enseignement > Canada.
HISTORY > Study & Teaching.
EDUCATION > Secondary.
History > Study and teaching
History teachers > Training of
Philosophy
Education
Canada > History > Philosophy.
Canada > History > Study and teaching.
Canada > Histoire > Philosophie.
Canada > Histoire > Étude et enseignement.
Canada
History
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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 Quebec Universities / Stephane Levesque
  • 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.

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