History 7-11
Developing Primary Teaching Skills
Seiten
2017
Routledge (Verlag)
978-1-138-16716-2 (ISBN)
Routledge (Verlag)
978-1-138-16716-2 (ISBN)
Many teachers remember learning history as being about learning dates. This book is concerned with 'doing history' - making sense of the past through the process of investigation, as a true historian would.
Learning history is remembered by many teachers as a passive process involving 'learning dates'. In this book, the emphasis is on 'doing history' - making sense of the past through the process of investigation as a true historian would. The authors argue that children should be involved in historical investigations, thus developing the skills and processes that underpin historical understanding. Using an Action Research approach to improving practice, the authors' own case-study of 'The Vikings' and teachers' accounts are used to illustrate different teaching approaches. These fully involve the children as historians in an imaginative and creative way.
Each chapter is supported by exercises and activities which demonstrate how to translate theory into practice together with a specific focus on the problems of planning and resourcing to produce practical teaching strategies.
Learning history is remembered by many teachers as a passive process involving 'learning dates'. In this book, the emphasis is on 'doing history' - making sense of the past through the process of investigation as a true historian would. The authors argue that children should be involved in historical investigations, thus developing the skills and processes that underpin historical understanding. Using an Action Research approach to improving practice, the authors' own case-study of 'The Vikings' and teachers' accounts are used to illustrate different teaching approaches. These fully involve the children as historians in an imaginative and creative way.
Each chapter is supported by exercises and activities which demonstrate how to translate theory into practice together with a specific focus on the problems of planning and resourcing to produce practical teaching strategies.
Jon Nichol is Director of the History Education Centre and Reader in History and Education at the School of Education, University of Exeter where Jacqui Dean is Lecturer in History and Humanities.
List of figures and Sources Acknowledgements Preface How this book is organised How you can use this book Introduction: Curriculum Development Action Research and Reflective Practice Curriculum development: principles and practice Transferable Skills - planning lessons The Teacher as Action Researcher and Reflective Practitioner
| Erscheinungsdatum | 01.02.2017 |
|---|---|
| Verlagsort | London |
| Sprache | englisch |
| Maße | 190 x 235 mm |
| Gewicht | 450 g |
| Themenwelt | Schulbuch / Wörterbuch |
| Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik | |
| ISBN-10 | 1-138-16716-9 / 1138167169 |
| ISBN-13 | 978-1-138-16716-2 / 9781138167162 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
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