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Teaching History at University: Enhancing Learning and Understandingreviewed by David Hicks & John K. Lee - 2004 Title: Teaching History at University: Enhancing Learning and Understanding Author(s): Alan Booth Publisher: Routledge/Falmer, New York ISBN: 0415305373 , Pages: 202, Year: 2003 Search for book at Amazon.com “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.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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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