Teaching Secondary History

2021 ◽  
Author(s):  
Heather Sharp ◽  
Jonathon Dallimore ◽  
Alison Bedford ◽  
Martin Kerby ◽  
James Goulding ◽  
...  
Keyword(s):  
Theory And Practice ◽  
Historical Knowledge ◽  
Learning And Development ◽  
Additional Material ◽  
History Teachers ◽  
Australian Curriculum ◽  
Short Answer ◽  
Teaching History ◽  
Key Concepts ◽  
Big Ideas

Teaching Secondary History provides a comprehensive introduction to the theory and practice of teaching History to years 7–12 in Australian schools. Engaging directly with the Australian Curriculum, this text introduces pre-service teachers to the discipline of History. It builds on students' historical knowledge, thinking and skills and offers practical guidance on how to construct well-rounded History lessons for students. From inquiry strategies and teacher- and student-centred practice, to embedding the cross-curriculum priorities in planning and assessment, this text supports the learning and development of pre-service History teachers by connecting the 'big ideas' of teaching with the nuance of History content. Each chapter features short-answer and Pause and think questions to enhance understanding of key concepts, Bringing it together review questions to consolidate learning, classroom scenarios, examples of classroom work and a range of information boxes to connect students to additional material.

Teaching Secondary Geography

2021 ◽  
Author(s):  
Malcolm McInerney ◽  
Susan Caldis ◽  
Stephen Cranby ◽  
John Butler ◽  
Alaric Maude ◽  
...  
Keyword(s):  
Teaching Experience ◽  
Theory And Practice ◽  
Additional Material ◽  
Human Environment ◽  
Australian Curriculum ◽  
Knowledge And Skills ◽  
Short Answer ◽  
Experience Teaching ◽  
The World ◽  
Key Concepts

Geography is not only the study of the surface of the planet and the exploration of spatial and human - environment relationships, but also a way of thinking about the world. Guided by the Australian Curriculum and the Professional Standards for Teaching School Geography (GEOGstandards), Teaching Secondary Geography provides a comprehensive introduction to both the theory and practice of teaching Geography. This text covers fundamental geographical knowledge and skills, such as working with data, graphicacy, fieldwork and spatial technology, and provides practical guidance on teaching them in the classroom. Each chapter features short-answer and 'Pause and Think' questions to enhance understanding of key concepts, and 'Bringing It Together' review questions to consolidate learning. Classroom scenarios and a range of information boxes are provided throughout to connect students to additional material. Written by an author team with extensive teaching experience, Teaching Secondary Geography is an exemplary resource for pre-service teachers.

The Efficiency of the Modern Practice of Teaching the Critical Analysis of Historical Sources in Russian Teachers' Self-Assessments

2021 ◽  
pp. 226-235
Author(s):  
Olga M. Khlytina ◽  
Keyword(s):  
Teaching Practice ◽  
Internet Survey ◽  
Historical Knowledge ◽  
Historical Sources ◽  
History Teachers ◽  
Functional Literacy ◽  
Low Level ◽  
The Past ◽  
Dominant Feature ◽  
The Subject

The article summarizes the results of an Internet survey of history teachers, in which 216 teachers from 31 regions of Russia took part. The author considers the development of the subject-oriented ability to work with historical sources in the context of the development of schoolchildren's functional literacy as a priority task of the modern Russian school. The aim of the study is to characterize the methodological ways of teaching schoolchildren the methods of analyzing historical sources dominant in teachers' work based on expert teachers' assessments of how well graduates of the 9th and 11th grades mastered the ability to critically analyze historical sources, identify their effectiveness, suggest options for improving mass teaching practice. The analysis of literature has shown that the ability to analyze historical sources is interpreted as the basis for the development of historical and critical thinking, a person's ability to independently cognize the past. Methodological science has substantiated various models of student analysis of historical sources based on the methodology of modern historical science and focused on the development of schoolchildren' subject and metasubject skills, functional literacy. At the same time, the results of the survey indicate that the vast majority of the teachers organize work with sources outside any system and sequence, and no more than once or twice during the term. Explaining the reasons for this, the teachers point to work overload, lack of high-quality didactic support of courses, and a low level of student learning. They also say they need advanced training in teaching schoolchildren to work with historical sources. The teachers note the low level of their students' mastery of the basic procedures for analyzing historical sources: according to the teachers' assessments, in 60-80% of classes in Russian schools, less than half of the students mastered the basic ability to “read” sources (extract explicit and implicit information). According to a third of the teachers, no more than 20% of their students are able to complete tasks on commenting on a historical source when a student, relying on knowledge of the context, begins to understand the past, think as historians think. Another quarter of the teachers indicated an interval of 30-40%. When working with sources, the dominant feature is the formation of historical knowledge, and the tasks of the students' learning the activity- and value-based components of educational historical knowledge are not solved effectively enough, which ultimately makes it difficult for students to achieve results in the subject and complicates the solution of the complex tasks of improving the quality of education that Russian education is faced with today.

Using Sources In History Teaching

2021 ◽  
pp. 54-67
Author(s):  
Seema S.Ojha
Keyword(s):  
Deductive Reasoning ◽  
Primary Source ◽  
Primary Sources ◽  
Historical Knowledge ◽  
History Teaching ◽  
Secondary Sources ◽  
The Past ◽  
Teaching History ◽  
The World ◽  
Source Materials

History is constructed by people who study the past. It is created through working on both primary and secondary sources that historians use to learn about people, events, and everyday life in the past. Just like detectives, historians look at clues, sift through evidence, and make their own interpretations. Historical knowledge is, therefore, the outcome of a process of enquiry. During last century, the teaching of history has changed considerably. The use of sources, viz. textual, visual, and oral, in school classrooms in many parts of the world has already become an essential part of teaching history. However, in India, it is only a recent phenomenon. Introducing students to primary sources and making them a regular part of classroom lessons help students develop critical thinking and deductive reasoning skills. These will be useful throughout their lives. This paper highlights the benefits of using primary source materials in a history classroom and provides the teacher, with practical suggestions and examples of how to do this.

scholarly journals Teaching History and Civic Education in Slovenia

2021 ◽  
Vol 12 ◽  
pp. 123-158
Author(s):  
Danijela Trškan ◽  
Špela Bezjak
Keyword(s):  
Secondary Schools ◽  
Civic Education ◽  
History Textbooks ◽  
Democratic Citizenship ◽  
Political Activity ◽  
School Students ◽  
History Teachers ◽  
Teaching History ◽  
The Subject ◽  
Compulsory Subject

The article explains how civic education is included in the subject of history in elementary and secondary schools in Slovenia. History is a compulsory subject taught in elementary and secondary schools and plays an important role in the cultural, social and political education of young people – young citizens. The analysis of current history curricula indicates that they contain civic and patriotic elements in the general and specific objectives and learning outcomes, as well as in the content. The analysis of selected history textbooks shows that Slovenian textbooks include more European history than Slovenian history. The article explains what social and civic competences can be developed and fostered in the subject of history and how elementary and secondary school students can use various examples from the past to develop a positive attitude towards Slovenian identity and the protection of Slovenian cultural heritage, a respectful attitude towards human rights and democratic citizenship, towards different cultures, religions and nations, and responsible socio-political activity. It has been noted that history teachers have many opportunities to teach students the relevant values of democratic citizenship and to enable them to know and understand themselves as individuals and as members of the local and global communities. However, more attention should be paid to contemporary Slovenian history and active citizenship.

Teaching history in Japan and England: exchanging ideas and comparing knowledge

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matthew Fearns-Davies ◽  
Tsutomu Kubota ◽  
Fumina Tachibana ◽  
Yuko Kato ◽  
Ian Davies
Keyword(s):  
International Collaboration ◽  
Citizenship Education ◽  
Global Citizenship ◽  
History Education ◽  
Contextual Knowledge ◽  
History Teachers ◽  
Content Type ◽  
Global Citizenship Education ◽  
Teaching History ◽  
Teachers And Students

PurposeThis paper describes and discusses collaboration between history teachers in England and Japan. The purpose of this paper is to explore the ways in which history is taught in each country as a part of a general commitment to international collaboration and as a means by which we could explore the connection between history education and global citizenship education.Design/methodology/approachThe teachers created two lessons (one from England and one from Japan) about the Russian revolution. Both lessons were taught in each country. Data were gathered from students and teachers to aid reflections on the nature and outcome of the collaboration.FindingsThe collaboration was very positive. Teachers and students were excited to work together and to experience different ways of learning about the past. There were different approaches to the ways in which knowledge was characterized in each country (teachers in England emphasizing contextually based historical interpretations; teachers in Japan emphasizing content and contextual knowledge).Originality/valueThis work contributes to the limited amount of research that is currently available about professional collaboration between high school teachers and students of history in Japan and England. The arguments that are made about the opportunities for international collaboration in the context of different characterizations of pedagogical content knowledge contribute to a relatively unexplored field. The authors contribute to our understandings of the relationship between history education and global citizenship education.

Making Sense of Learning

2015 ◽  
Vol 29 (6) ◽  
pp. 445-457 ◽  
Author(s):  
Tony Blackwood ◽  
Anna Round ◽  
Lee Pugalis ◽  
Lucy Hatt
Keyword(s):  
Early Stage ◽  
Entrepreneurship Education ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Sense Making ◽  
First Year ◽  
Formal Learning ◽  
Nascent Entrepreneurs ◽  
Learning And Development ◽  
Making Sense

Entrepreneurial learning is complex, reflecting the distinctive dispositions of entrepreneurs (including nascent entrepreneurs at an early stage in their entrepreneurial life course). The surge in entrepreneurship education programmes over recent decades and the attendant increase in scholarship have often contributed to this convoluted field. Consequently, universally applicable articulations of entrepreneurship education can be problematic, especially demarcating between more formal and less formal learning experiences that are not necessarily confined to traditional educational institutions. The authors explore the ways in which nascent entrepreneurs experience and articulate their own ‘learning’ and development during the first year of a specific three-year experientially-based programme. Drawing attention to their deployment of sense-making narratives, the paper presents key findings that have implications for theory and practice.

Communities of Practice

2016 ◽  
Author(s):  
Nicola Andrew
Keyword(s):  
Professional Learning ◽  
Social Engagement ◽  
Professional Community ◽  
Integrated Approach ◽  
Original Description ◽  
Theory And Practice ◽  
Practice Environment ◽  
Learning And Development ◽  
Forthcoming Article ◽  
Approach To Learning

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Communication. Please check back later for the full article. A Community of Practice (CoP) is an approach to professional learning and development based on collaboration among peers. In a CoP, individuals come together virtually or physically and coalesce around a common purpose. CoPs are defined by knowledge rather than task and provide a safe space for novices and experienced practitioners to collaborate, construct, and embed sustainable outputs that impact on both theory and practice development. CoPs provide a framework for constructing authentic and collaborative learning. Jeanne Lave and Etienne Wenger are credited with the original description of a CoP as an approach to learning that encompasses elements of identity, situation, and active participation. CoPs blend a constructivist view of learning, where meaningful experience is set in the context of “self” and the relationship of “self” with the wider professional community. The result is an integrated approach to learning and development achieved through a combination of social engagement and collaborative working in an authentic practice environment. In health and education, CoPs blend theory and practice to create a portal for practitioners to generate, shape, test, and evaluate new ideas and innovations. CoPs learn through the act of social participation; active group learning, and collaboration in an authentic practice environment. Membership of a CoP supports the development of professional identity within a wider vocational sphere.

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