Becoming a History Teacher : Sustaining Practices in Historical Thinking and Knowing / Amy von Heyking, Ruth Sandwell.

Format:

Book

Contributor:

Sandwell, Ruth, editor.

von Heyking, Amy, editor.

Language:

English

Subjects (All):

History teachers--Training of--Canada.

History teachers.

History--Study and teaching--Canada.

History.

Canada--History--Philosophy.

Canada.

Canada--History--Study and teaching.

Physical Description:

1 online resource (358 p.)

Place of Publication:

Toronto : University of Toronto Press, [2018]

Language Note:

English

Summary:

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.

Contents:

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.

Notes:

Includes bibliographical references and index.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 23. Okt 2018)

ISBN:

1-4426-1925-2

1-4426-1924-4

OCLC:

895193372