Tim Allender is Professor and Chair of History and Curriculum at the University of Sydney and has taught preparing history teachers for over 20 years. He has published on history curriculum issues and has held an ARC Discovery grant that looked into classroom history practice. Anna Clark is a Future Fellow and Associate Professor at the University of Technology, Sydney. She has written extensively in the field of history education and historical consciousness. Robert Parkes is Associate Professor of Education at the University of Newcastle and convenor of the HERMES History Education Research Network. He is also the founding editor of Historical Encounters: A journal of historical consciousness, historical cultures and history education.
Inhaltsangabe
Acronyms and abbreviations Preface: Understanding history and the history classroom Introduction 1Historical consciousness and the Australian Curriculum 2Understanding the Australian Curriculum: History 3A primary history perspective on the Australian Curriculum 4Scholarly historical practice and disciplinary method 5The role of questions and sources in promoting historical thinking 6Developing your approach to teaching history 7Teaching empathy and the critical examination of historical evidence 8The nature of values and why they matter in the teaching and learning of history 9The value of direct teaching and historical knowledge 10Inquiry approaches to assessment in the history classroom 11Social history in the classroom 12Teacher talk within the history classroom 13Personalised narratives of war and teaching engaging history 14Using fiction to develop higher-order historical understanding 15Drama pedagogy in the teaching of history 16Integrating filmic pedagogies into the teaching and learning cycle 17Using websites to develop historical thinking 18Digital technology in the primary classroom 19History teaching and the museum 20Classroom perspectives on Australia's contact history 21Approaches to teaching Aboriginal history and politics 22Teaching citizenship in the history classroom 23Navigating professional identity as a teacher of history
Acronyms and abbreviations Preface: Understanding history and the history classroom Introduction 1Historical consciousness and the Australian Curriculum 2Understanding the Australian Curriculum: History 3A primary history perspective on the Australian Curriculum 4Scholarly historical practice and disciplinary method 5The role of questions and sources in promoting historical thinking 6Developing your approach to teaching history 7Teaching empathy and the critical examination of historical evidence 8The nature of values and why they matter in the teaching and learning of history 9The value of direct teaching and historical knowledge 10Inquiry approaches to assessment in the history classroom 11Social history in the classroom 12Teacher talk within the history classroom 13Personalised narratives of war and teaching engaging history 14Using fiction to develop higher-order historical understanding 15Drama pedagogy in the teaching of history 16Integrating filmic pedagogies into the teaching and learning cycle 17Using websites to develop historical thinking 18Digital technology in the primary classroom 19History teaching and the museum 20Classroom perspectives on Australia's contact history 21Approaches to teaching Aboriginal history and politics 22Teaching citizenship in the history classroom 23Navigating professional identity as a teacher of history
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