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A revolution in history education is propelling historical thinking and knowing to the forefront of history and social studies education in North America and beyond. Teachers, teacher education programs, schools, and ministries of education across Canada are all among those embracing the idea that knowing history means knowing how to think historically.
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. Covering the teacher’s experience before, during, and after formal certification, Becoming a History Teacher contains a wide range of resources for teachers and educators, including information on the latest research in history education and examples of successful history teaching activities.
- Sales Rank: #2210490 in Books
- Published on: 2014-09-04
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x .90" w x 6.00" l, .0 pounds
- Binding: Paperback
- 360 pages
Review
‘The book offers practical illustrations on how to best learn and cultivate historical thinking in schools…Rich in information, I know how I would incorporate some of the book’s ideas into my own work…This book will have an impact.’
(Paul Zanazanian Historical Studies in Education Spring 2016)‘Becoming a History Teacher is an excellent book …. Ruth Sandwell and Amy von Heyking have made a compelling argument about the general failure of history departments in Canada to teach their undergraduates how to think historically.’
(Adam Chapnick Canadian Historical Review vol 96:02:2015) Review
“Becoming a History Teacher bridges the theory/practice divide in history education without sacrificing complexity or scholarship. This is an impressive book, sure to find a responsive audience among history educators and history education researchers.” (Linda S. Levstik, Department of Curriculum and Instruction, College of Education, University of Kentucky)
“This book is a powerful contribution to the understanding of history teaching and learning, featuring Canadian history theorists and practitioners who are world leaders in their fields.” (Timothy Allender, Faculty of Education and Social Work, University of Sydney)
About the Author
R.W. Sandwell is an associate professor in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education, University of Toronto.
Amy von Heyking is an associate professor in the Faculty of Education at the University of Lethbridge.
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