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Teaching Secondary History

$59.99 (C)

  • Publication planned for: January 2022
  • availability: Not yet published - available from January 2022
  • format: Paperback
  • isbn: 9781108969987

$ 59.99 (C)

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About the Authors
  • Teaching Secondary History provides a comprehensive introduction to the theory and practice of teaching History to years 7–12 in Australian schools. Engaging directly with the Australian Curriculum, this text introduces pre-service teachers to the discipline of History. It builds on students' historical knowledge, thinking and skills and offers practical guidance on how to construct well-rounded History lessons for students. From inquiry strategies and teacher- and student-centred practice, to embedding the cross-curriculum priorities in planning and assessment, this text supports the learning and development of pre-service History teachers by connecting the 'big ideas' of teaching with the nuance of History content. Each chapter features short-answer and Pause and think questions to enhance understanding of key concepts, Bringing it together review questions to consolidate learning, classroom scenarios, examples of classroom work and a range of information boxes to connect students to additional material.

    • Bridges the gap between theory and practice in the classroom
    • Provides current and effective support for pre-service teachers in Australia
    • Introduces the discipline of History and its particular skills, knowledges, curriculum context and pedagogical approaches by drawing on research and teacher practice
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    Product details

    • Publication planned for: January 2022
    • format: Paperback
    • isbn: 9781108969987
    • length: 268 pages
    • dimensions: 243 x 170 x 17 mm
    • weight: 0.535kg
    • availability: Not yet published - available from January 2022
  • Table of Contents

    Part I. What is History?
    1. History
    2. Knowledge, Historical Thinking and Skills
    3. History in the Australian Curriculum
    Part II. Planning for History Teaching
    4. Approaches to Historical Learning
    5. Teaching and Learning History as Inquiry
    6. Planning for Student Learning and Assessment
    Part III. History in the Classroom
    7. Teacher Centred Practice
    8. Student Centred Practice
    Part IV. Making Connections
    9. Aboriginal and Torres Strait Islander Histories and Cultures
    10. Asia and Australia's Engagement with Asia
    11. Sustainability
    12. Professional Connections.

  • Authors

    Heather Sharp, University of Newcastle, New South Wales
    Dr Heather Sharp is an associate professor in the School of Education, University of Newcastle. With a background as a high school history and HSIE/SOSE teacher, she has taught across curriculum courses for over a decade. Heather is a founding member of the HERMES research group. She is co-convenor of the Tertiary History Educators' Association (THEA), History Network for Teachers and Researchers (HNTR), and the Special Issues Editor of Historical Encounters Journal. Heather's research investigates historical representations in school curriculum, particularly around topics of significance to a nation's history. She is currently part of a research group investigating historical and moral consciousness.

    Jonathon Dallimore, University of New South Wales, Sydney
    Jonathon Dallimore has been teaching history for 15 years and is currently working as the Professional Officer for the History Teachers' Association of NSW. He has written extensively for the junior and senior history courses in NSW including books on Russia and the USSR, Indochina, the Great War and the Civil Rights Movement. Jonathon also teaches history method at the University of New South Wales in Sydney and the University of Wollongong.

    Alison Bedford, University of Southern Queensland
    Alison Bedford has taught Modern History for more than a decade and has served as a review panel chair for the QCAA. She holds a PhD in English Literature and lectures in secondary History curriculum and pedagogy at the University of Southern Queensland, preparing the next generation of History teachers. Alison's teaching and research interests centre on student-led inquiry and fostering independence and critical thinking skills in young historians. She is the founder of a local History teaching network, which aims to support teachers in making History an exciting and rigorous academic experience.

    Martin Kerby, University of Southern Queensland
    Martin Kerby is an Associate Professor (Curriculum and Pedagogy) at the University of Southern Queensland, Australia. He has received numerous awards and grants including Queensland ANZAC Centenary Grants (2014 and 2017), and a federal ANZAC Centenary Arts and Culture Fund grant (2015). In 2018, Kerby was awarded a Fellowship at the State Library of Queensland to undertake a project titled 'A War Imagined: Queenslanders and the Great War'. In 2020, he was awarded a place on the Gandel Holocaust Studies Program for Australian Educators in Jerusalem. Dr Kerby is currently co-curating an exhibition titled 'The Kangaroo and the Eagle: Allies in War and Peace 1908–2018' which will be shown at the Pentagon in 2021.

    James Goulding, University of Sydney
    Dr. James Goulding began his career as a secondary History Teacher in NSW, before moving to teach History Curriculum and Educational Psychology at the University of Sydney. James has published in both Australian and international journals, and is the author of several book chapters on History Curriculum. James also serves as a journal editor for the History Teachers Association of NSW. James' current research interests include critical thinking and website evaluation.

    Treesa Clare Heath, University of Newcastle, New South Wales
    Treesa Heath is a Kamilaroi woman and sessional academic at the University of Newcastle with a background in teaching, researching, and consulting with schools and research centres in Aboriginal and Torres Strait Islander education and research. She works between her Aboriginal community affiliations and the education sector to provide insights into the educational experiences of Aboriginal and Torres Strait Islander peoples and communities. Treesa has taught in Aboriginal education, Aboriginal studies, sociology and psychology of education, literacy, preparatory higher education enabling, and education foundations. She is currently completing her PhD into how Australia's current Indigenous education research may benefit Aboriginal and Torres Strait Islander peoples and communities.

    Darius von Güttner, University of Melbourne
    Dr Darius von Güttner is a Principal Research Fellow in the School of Historical and Philosophical Studies, University of Melbourne. He is an award-winning historian whose work concentrates on cultural aspects of European history and on transmission of ideas. His professional experience combines teaching at tertiary and secondary levels in Australia and overseas. He taught history subjects, including senior humanities teacher education courses. Among his books are The French Revolution (Nelson Cengage) and HTAV's French Revolution Study and Exam Guide.

    Louise Zarmati, University of Tasmania
    Louise Zarmati has had a varied career as a teacher, archaeologist and museum educator. She completed her teaching qualifications at the University of Sydney, has a Masters degree in Archaeology, Heritage and Museums from University of Cambridge and a PhD in History education from Deakin University. Louise worked as a classroom History teacher in NSW for twenty years and is the author of several textbooks and research articles on history, archaeology, curriculum and pedagogy. She is a lecturer in Humanities and Social Sciences in the School of Education, University of Tasmania.

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