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Teaching History at University: Enhancing Learning and Understanding


reviewed by David Hicks & John K. Lee — 2004

coverTitle: Teaching History at University: Enhancing Learning and Understanding
Author(s): Alan Booth
Publisher: Routledge/Falmer, New York
ISBN: 0415305373 , Pages: 202, Year: 2003
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 “Secondary school history teachers are the product of their college training.  If a high school history teacher graduates ill-educated students, his history and education professors must accept part of the responsibility” (Burson, 1989, p. 60).   The whirl of influences impacting the education of teachers is highly complex and goes beyond their formal preparation in high school and college. However as history and social science teacher educators, we are often faced with preservice teachers whose image of what it means to become a history teacher reflects their experiences in high school and college. The result is that for many beginning teachers, teaching history involves little more than covering material by lecture and assessing material by multiple choice tests and the occasional paper. The establishment of the Department of Education’s Teaching American History Grants, and the recently released Benchmarks for professional development in teaching history as a discipline (2003) by the American Historical Association reflect the important role historians play in the preparation of history teachers. Booth’s timely text makes very... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 106 Number 8, 2004, p. 1538-1541
http://www.tcrecord.org ID Number: 11303, Date Accessed: 10/22/2018 4:57:11 PM

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About the Author
  • David Hicks
    Virginia Tech University
    E-mail Author
    DAVID HICKS is an assistant professor of history and social science education at Virginia Tech.
  • John Lee
    Georgia State University
    E-mail Author
    JOHN K. LEE is an assistant professor of history and social science education at Georgia State University.
 
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