Setting Up Camp at the Great Instructional Divide: Educating Beginning History Teachers

Autor/inn/en	Bain, Robert; Mirel, Jeffrey
Titel	Setting Up Camp at the Great Instructional Divide: Educating Beginning History Teachers
Quelle	In: Journal of Teacher Education, 57 (2006) 3, S.212-219 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487105285892
Schlagwörter	Teacher Education; Beginning Teachers; History Instruction; Pedagogical Content Knowledge; Teaching Methods; Teacher Characteristics; Knowledge Base for Teaching; Standards; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Junior teacher; Junglehrer; History lessons; Geschichtsunterricht; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Standard; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This article sketches out a comprehensive approach for preparing history teachers. It argues that grounding in historical content knowledge is necessary for success in the classroom, but such grounding is not enough to ensure that success. For beginning teachers, the problem is not merely acquiring content knowledge but acquiring it in ways that facilitate teaching subjects to young people of varied backgrounds and abilities. In short, teachers need to understand content in the context of teaching, meaning prospective history teachers must have a robust understanding of history's details, ways in which historians acquire and structure those details, and how teachers can make the subject accessible and worth knowing for students. This approach demands that teachers also know how their students understand history and the assumptions they make about historical events and developments. Finally, prospective teachers need to know how to offer content-rich, engaging instruction within a standards-based, high-stakes testing context. (Contains 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10