Understanding History Teaching: Teaching and Learning About the Past in Secodary Schools

Husbands, Chris/ Kitson, Alison/ Pendry, Anna

ISBN 10: 0335212719 / ISBN 13: 9780335212712

Published by Open Univ Pr, 2004

About this Item

176 pages. 9.00x6.00x0.50 inches. In Stock. This item is printed on demand.

Seller Inventory # __0335212719

Bibliographic Details

• Title: Understanding History Teaching: Teaching and Learning About the Past in Secodary Schools
• Publisher: Open Univ Pr
• Publication Date: 2004
• Language: English
• ISBN 10: 0335212719
• ISBN 13: 9780335212712
• Binding: Paperback
• Condition: Brand New
• Weight: 0.32 kilograms

About this title

Synopsis

* Why do we teach and learn about the past?
* How is history taught in schools?
* What are the influences on the way teachers teach and pupils learn about the past?

History is one of the most ideologically disputed of school subjects. Over the past generation, the subject has experienced fundamental changes in content, pedagogy and approach. This book is the first detailed account of the way history is taught in schools to be published for 30 years. Drawing on fieldwork in comprehensive schools, and on research studies worldwide, the authors pose fundamental questions about the way teachers teach and learners learn. They consider its purposes on teaching about the past in a world of accelerating change. The book sets out to explore the realities of classroom history teaching and to offer pointers for the development on the subject in a new century.

From the Back Cover

·Why do we teach and learn about the past?
· How is history taught in schools?
· What are the influences on the way teachers teach and pupils learn about the past?

This book is the most detailed account of the way history is taught in schools to be published for 30 years. History has experienced fundamental changes in content, pedagogy and approach and remains one of the most ideologically disputed of school subjects.

Drawing on fieldwork in secondary schools, and on research studies worldwide, the authors pose fundamental questions about the way teachers teach and learners learn. They consider the purposes of teaching about the past in a world of accelerating change. The book explores the realities of classroom history teaching and offers pointers for the development on the subject in a new century.