Author Description

Curriculum, Knowledge and Learning in History Teaching presents a comprehensive, critical survey of the most important international research in history education at secondary level, and exemplifies how it can be put into practice for effective teaching and learning. Written by world renowned experts in history education, it demonstrates the crucial role of teachers' curriculum knowledge, subject knowledge and knowledge of learners in the planning, teaching and assessment of history. With a clear practical motivation and focus on developing children's historical knowledge and understanding, the book is divided into three clear sections: Part 1 examines the nature of curriculum choices globally and emerging arguments about how we can transcend national boundaries to provide a global picture of the past. It explores the nature of historical knowledge: substantive knowledge and concepts; disciplinary concepts; and historical consciousness and public history. It considers how children learn, how children learn history specifically and what the challenges facing teachers and their students. Part 2 demonstrates what this means for planning, teaching and assessment. It offers examplar schemes of work and individual lesson plans that reflect clearly identified aims. It provides classroom tasks, learning activities, and examples of teacher/student discussions that demonstrate formative dialogues and the kinds of cognitive challenge that enable students to make, monitor and assess their progress. Part 3 demonstrates the similarities and differences facing history teachers in different parts of the world and stresses the importance of maintaining an international conversation about the issues history teachers face. Curriculum, Knowledge and Learning in History Teaching authoritatively addresses the misconceptions and assumptions that are popularly made about history education. Designed to encourage reflection and debates this is critical yet p