{"product_id":"becoming-a-history-teacher-sustaining-practices-in-historical-thinking-and-knowing-paperback-softback-9781442626515","title":"Becoming a History Teacher; Sustaining Practices in Historical Thinking and Knowing (Paperback \/ softback) 9781442626515","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eBecoming a History Teacher\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eSustaining Practices in Historical Thinking and Knowing\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eRuth Sandwell (Edited by), Amy von Heyking (Edited by)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781442626515\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 4 September 2014\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e360 pages, 19 figures\u003cbr\u003e22.9 x 15.2 x 2.3 cm, 0.52 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cem\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e‘\u003cem\u003eBecoming a History Teacher\u003c\/em\u003e 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.’\u003c\/p\u003e - Adam Chapnick (Canadian Historical Review vol 96:02:2015) \u003cp\u003e\u0026amp;#x2018;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\u0026amp;#x2019;s ideas into my own work…This book will have an impact.\u0026amp;#x2019;\u003c\/p\u003e - Paul Zanazanian (Historical Studies in Education Spring 2016)\u003c\/font\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eA 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.\u003c\/p\u003e \u003cp\u003e\u003cem\u003eBecoming a History Teacher \u003c\/em\u003eis 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, \u003cem\u003eBecoming a History Teacher\u003c\/em\u003e 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. \u003c\/p\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\u003cstrong\u003ePART I: Introduction\u003c\/strong\u003e\u003cbr\u003e  Chapter 1. Introduction (Ruth Sandwell and Amy von Heyking)\u003cbr\u003e  Chapter 2. Moving from the Periphery to the Core: The Possibilities for Professional Learning Communities in History Teacher Education (Alan Sears)\u003cbr\u003e  Chapter 3. “The Teacher is the Keystone of the Educational Arch”: A Century and a Half of Lifelong Teacher Education in Canada (Penney Clark)\u003cbr\u003e  Chapter 4. The Poverty and Possibility of Historical Thinking: An Overview of Recent Research into History Teacher Education (Scott A. Pollock)\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003ePART II: Nurturing Historical Thinking Before Entering Teacher Education Program\u003c\/strong\u003e\u003cbr\u003e  Chapter 5. On Historians and their Audiences: An Argument for Teaching (and not just writing) History (Ruth W. Sandwell)\u003cbr\u003e  Chapter 6. Canadian History for Teachers: Integrating Content and Pedagogy in Teacher Education (Amy von Heyking)\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003ePART III: History and Social Studies’ Teacher Education Programs in Canada\u003cbr\u003e  Research and Reflection\u003c\/strong\u003e\u003cbr\u003e  Chapter 7. What is the Use of the Past for Future Teachers? A Snapshot of Francophone Student Teachers in Ontario and QuÉbec Universities (StÉphane LÉvesque)\u003cbr\u003e  Chapter 8. Through the Looking Glass: An Overview of the Theoretical Foundations of Quebec’s History Curriculum (Catherine Duquette)\u003cbr\u003e  Chapter 9. Troubling Compromises: Historical Thinking in a One-Year Secondary Teacher Education Program (Peter Seixas and Graeme Webber)\u003cbr\u003e  Chapter 10. Engaging Teacher Education Through a Re-writing That History We Have Already Learned (Kent den Heyer)\u003cbr\u003e  Chapter 11. “Walking the Talk”: Modeling the Pedagogy We Preach in History and Social Studies Methodology Courses (Roland Case and Genie MacLeod)\u003cbr\u003e  \u003cstrong\u003eStrategies and Practices\u003c\/strong\u003e\u003cbr\u003e  Chapter 12. Teaching Student Teachers to Use Primary Sources When Teaching History (Lindsay Gibson)\u003cbr\u003e  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\u003cbr\u003e  ducation (Theodore Christou)\u003cbr\u003e  Chapter 14 When In Doubt, Ask: Student Teacher Insights into Research and Practice (John J C Myers)\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003ePART IV: Boundary Work: Sustaining Communities of Practice\u003cbr\u003e  Research and Reflections\u003c\/strong\u003e\u003cbr\u003e  Chapter 15. Can Teacher Education Programs Learn Something from Teacher Professional Development Initiatives? (Carla L. Peck)\u003cbr\u003e  Chapter 16. On the Museum as a Practiced Place: or, Reconsidering Museums and History Education (Brenda Trofanenko)\u003cbr\u003e  \u003cstrong\u003eStrategies and Practices\u003c\/strong\u003e\u003cbr\u003e  Chapter 17. Teaching History Teachers in the Classroom (Jan Haskings-Winner)\u003cbr\u003e  Chapter 18. Engendering Power and Legitimation: Giving Teachers the Tools to Claim a Place for History Education in their Schools (Rose Fine-Meyer)\u003cbr\u003e  Chapter 19. Telling the Stories of the Nikkei: A Place-based History Education Project (Terry Taylor and Linda Farr Darling)\u003cbr\u003e  Chapter 20. Conclusion (Amy von Heyking and Ruth Sandwell)\u003c\/p\u003e \u003cp\u003eBibliography\u003cbr\u003e  List of Contributors\u003cbr\u003e  Endnotes\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003c\/font\u003e","brand":"University of Toronto Press","offers":[{"title":"Brand New","offer_id":52588161007896,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true}],"url":"https:\/\/freshlyprintedbooks.co.uk\/products\/becoming-a-history-teacher-sustaining-practices-in-historical-thinking-and-knowing-paperback-softback-9781442626515","provider":"Freshly Printed Books","version":"1.0","type":"link"}