From historical literacy to a pedagogy of history

Abstract

Over the last decade research into history education has focussed upon the development ofdefinitions of historical literacy and historical thinking. This trend has been in contrast with asimilar trend over the same period to develop models of pedagogy. Consequently there is alimited body of research that explores the pedagogy of historical literacy and thinking and thatprovides clear practical classroom advice for pre-service teachers. This paper provides anoverview of this gap and explores a project aimed at helping provide such advice for pre-serviceteachers. Examples of how history teacher educators can learn from museum educators andhow this can be applied in pre-service education are explored.

Bibliographic data

Roberts, P. (2011, March). From historical literacy to a pedagogy of history. In University of Canberra. Building Bridges for Historical Learning: Connecting Teacher Education and Museum Education. Symposium Conducted at University of Canberra Convection Centre. Canberra: Australia.

External source

https://www.researchgate.net/profile/Philip-Roberts-13/publication/265446091_From_historical_literacy_to_a_pedagogy_of_history/links/5c246963458515a4c7faedfb/From-historical-literacy-to-a-pedagogy-of-history.pdf