Overview

The Guided Reader to Teaching and Learning History draws on extracts from the published work of some of the most influential history education writers, representing a range of perspectives from leading classroom practitioners to academic researchers, and highlighting key debates surrounding a central range of issues affecting secondary History teachers. This book brings together key extracts from classic and contemporary writing and contextualises these in both theoretical and practical terms. Each extract is accompanied by an introduction, a summary of the key points and issues raised, questions to promote discussion and suggestions for further reading to extend thinking. Taking a thematic approach and including a short introduction to each theme, the chapters include: The purpose of history education; Pupil perspectives on history education; Assessment and progression in history; Inclusion in history; Diversity in history; Teaching difficult issues; Technology and history education; Change and continuity; Historical Interpretations; Professional development for history teachers. Aimed at trainee and newly qualified teachers including those working towards Masters level qualifications, as well as existing teachers, this accessible, but critically provocative text is an essential resource for those that wish to deepen their understanding of History Education.

Full Product Details

Author:   Richard Harris (Associate Professor in History Education, University of Reading, UK.) ,  Katharine Burn (University of Oxford, UK) ,  Mary Woolley (Canterbury Christ Church University, UK)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.580kg
ISBN:  

9780415503457

ISBN 10:   0415503450
Pages:   308
Publication Date:   23 September 2013
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Postgraduate, Research & Scholarly
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

1. The purposes of history teaching; 2. The 'knowledge' debate; 3. The relationship between school history and academic history; 4. Pupil perspectives on history education; 5. History and identity; 6. Teaching controversial, emotional and moral issues in history; 7. Historical consciousness; 8. Evidence; 9. Historical significance; 10. Historical interpretations; 11. Chronological understanding and historical frameworks; 12. Change and continuity; 13. Causal reasoning; 14. Empathy; 15. Diversity; 16. Historical enquiry; 17. Literacy and oracy; 18. Progression; 19. Assessment; 20. Inclusion; 21. Issues of acceptable simplification; 22. Technology in the history classroom; 23. History textbooks; 24. Professional development for history teachers

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Author Information

Richard Harris is Lecturer in History Education at the University of Reading. Katharine Burn is Senior Lecturer in History Education at the Institute of Education, University of London. Mary Woolley is Senior Lecturer in History Education at Canterbury Christ Church University.

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