Reflective Teaching of History 11-18: Meeting Standards and Applying Research

by Rob Phillips

Overview

This series of textbooks is aimed at teacher training students and comprises two concerns: the practice of teaching and how to use theory and research findings to improve that practice, and how to meet the TTA standards whilst placing them in a wider context. This comprehensive textbook is an accessible guide to all those who are new to the profession of teaching history. Covering all aspects of the job, from planning through to teaching and assessment, Rob Phillips provides constructive, practical advice to help subject teachers become more effective in their work

Product Details

ISBN-13:	9780826452740
Publisher:	Bloomsbury Academic
Publication date:	10/11/2002
Series:	Continuum Studies in Reflective Practice and Research
Pages:	194
Product dimensions:	6.69(w) x 9.61(h) x 0.41(d)

About the Author

Rob Phillips is Lecturer in Education at the University of Wales, Swansea. He won the SCSE prize in 1999 for History, Nationhood and State.

Table of Contents

1. History teaching, standards and research
2. What is History? Knowledge and understanding in history teaching
3. "The past is a foreign country2: how do pupils learn history?
4. "The total history experience": planning for progression
5. Managing and organizing the History classroom
6. Evidence and interpretation: the building blocks of history?
7. Communicating and assessing history
8. Information and communications technology and effective history teaching
9. "The big issues" in history teaching
10. Towards the reflective history practioner
11. Bibliography
Index

Editorial Reviews

...Phillips' writing brings together in a natural way the works of those who research and write about broader edcuational issues (ranging from Vygotsky to Gardner), those who have investigated and told us about reflective practice (e.g. Schön, Postlewaite) and others to write about the teaching of history (e.g. Aldrich, Booth, Culpin, Counsell, Unwin). To this extent the book is unique in the literature on the teaching of history...accessible...stimulating.” —Mr Tpny Rea, ESCalate

“...Phillips' writing brings together in a natural way the works of those who research and write about broader edcuational issues (ranging from Vygotsky to Gardner), those who have investigated and told us about reflective practice (e.g. Schön, Postlewaite) and others to write about the teaching of history (e.g. Aldrich, Booth, Culpin, Counsell, Unwin). To this extent the book is unique in the literature on the teaching of history...accessible...stimulating.” —Mr Tpny Rea, ESCalate

“...Phillips' writing brings together in a natural way the works of those who research and write about broader edcuational issues (ranging from Vygotsky to Gardner), those who have investigated and told us about reflective practice (e.g. Schön, Postlewaite) and others to write about the teaching of history (e.g. Aldrich, Booth, Culpin, Counsell, Unwin). To this extent the book is unique in the literature on the teaching of history...accessible...stimulating.” —Mr Tpny Rea, ESCalate

“...Phillips' writing brings together in a natural way the works of those who research and write about broader edcuational issues (ranging from Vygotsky to Gardner), those who have investigated and told us about reflective practice (e.g. Schön, Postlewaite) and others to write about the teaching of history (e.g. Aldrich, Booth, Culpin, Counsell, Unwin). To this extent the book is unique in the literature on the teaching of history...accessible...stimulating.” —Mr Tpny Rea, ESCalate

“...Phillips' writing brings together in a natural way the works of those who research and write about broader edcuational issues (ranging from Vygotsky to Gardner), those who have investigated and told us about reflective practice (e.g. Schön, Postlewaite) and others to write about the teaching of history (e.g. Aldrich, Booth, Culpin, Counsell, Unwin). To this extent the book is unique in the literature on the teaching of history...accessible...stimulating.” —Mr Tpny Rea, ESCalate

“...Phillips' writing brings together in a natural way the works of those who research and write about broader edcuational issues (ranging from Vygotsky to Gardner), those who have investigated and told us about reflective practice (e.g. Schön, Postlewaite) and others to write about the teaching of history (e.g. Aldrich, Booth, Culpin, Counsell, Unwin). To this extent the book is unique in the literature on the teaching of history...accessible...stimulating.” —Mr Tpny Rea, ESCalate

“...Phillips' writing brings together in a natural way the works of those who research and write about broader edcuational issues (ranging from Vygotsky to Gardner), those who have investigated and told us about reflective practice (e.g. Schön, Postlewaite) and others to write about the teaching of history (e.g. Aldrich, Booth, Culpin, Counsell, Unwin). To this extent the book is unique in the literature on the teaching of history...accessible...stimulating.” —Mr Tpny Rea, ESCalate

“...Phillips' writing brings together in a natural way the works of those who research and write about broader edcuational issues (ranging from Vygotsky to Gardner), those who have investigated and told us about reflective practice (e.g. Schön, Postlewaite) and others to write about the teaching of history (e.g. Aldrich, Booth, Culpin, Counsell, Unwin). To this extent the book is unique in the literature on the teaching of history...accessible...stimulating.” —Mr Tpny Rea, ESCalate

“...Phillips' writing brings together in a natural way the works of those who research and write about broader edcuational issues (ranging from Vygotsky to Gardner), those who have investigated and told us about reflective practice (e.g. Schön, Postlewaite) and others to write about the teaching of history (e.g. Aldrich, Booth, Culpin, Counsell, Unwin). To this extent the book is unique in the literature on the teaching of history...accessible...stimulating.” —Mr Tpny Rea, ESCalate

From the Publisher