In some hands, history can be an inspirational and rewarding subject, yet in others it can seem dry and of little relevance. Learning to Teach History in the Secondary School, now in its fifth edition and established as one of the leading texts for all history student teachers, enables you to learn to teach history in a way that pupils will find interesting, enjoyable and purposeful. It incorporates a wide range of ideas about the teaching of history with practical suggestions for classroom practice. The fifth edition has been thoroughly updated in the light of recent developments in the field of history education. The book contains chapters on: * Purposes and benefits of school history * Planning strategies * Teaching approaches and methods * Developing pupils' historical understanding * Ensuring inclusion * New technologies in the history classroom * Assessment and examinations * Your own continuing professional development Each chapter includes suggestions for further reading, weblinks to useful resources and a range of tasks enabling you to put learning into practice in the classroom. Written by experts in the field, Learning to Teach History in the Secondary School offers all training and newly qualified teachers comprehensive and accessible guidance to support the journey towards becoming an inspirational and engaging history teacher.

In some hands, history can be an inspirational and rewarding subject, yet in others it can seem dry and of little relevance. Learning to Teach History in the Secondary School, now in its fifth edition and established as one of the leading texts for all history student teachers, enables you to learn to teach history in a way that pupils will find interesting, enjoyable and purposeful. It incorporates a wide range of ideas about the teaching of history with practical suggestions for classroom practice.

The fifth edition has been thoroughly updated in the light of recent developments in the field of history education. The book contains chapters on:

• Purposes and benefits of school history

• Planning strategies

• Teaching approaches and methods

• Developing pupils’ historical understanding

• Ensuring inclusion

• New technologies in the history classroom

• Assessment and examinations

• Your own continuing professional development

Each chapter includes suggestions for further reading, weblinks to useful resources and a range of tasks enabling you to put learning into practice in the classroom. Written by experts in the field, Learning to Teach History in the Secondary School offers all training and newly qualified teachers comprehensive and accessible guidance to support the journey towards becoming an inspirational and engaging history teacher.

Table of Contents

List of figures

List of tasks

Website linked to the book

Acknowledgements

1. Introduction

2. The purposes and benefits of school history

3. Subject knowledge: what do history teachers need to know?

4. Planning for learning

5. Teaching approaches and methods: what can you do in a history lesson?

6. Developing pupils’ historical understanding (1) time, cause, change, similarity and difference, empathy, significance

7. Developing pupils’ historical understanding (2): interpretation, accounts, evidence, enquiry, substantive concepts

8. Ensuring inclusion in the history classroom

9. The use of new technology in the history classroom

10. Assessment in the history classroom

11. Teaching for external examinations

12. Continuing professional development

Over the years trends in clinical skills education have swung between classroom based simulation and clinical based experience. Furthermore with the development of new roles such as the Advanced Nurse Practitioner, certain clinical skills are no longer the domain of one profession. However little research has investigated the perceptions of those involved in different educational strategies or the factors which influence their views. This book explores the perceptions of those involved in two types of clinical skills education for the role of nurse practitioner. The history of clinical skills education is traced and an analysis of the perceptions expressed over the course of an educational initiative undertaken. Perceptions are clearly linked to wider knowledge discourses and a model of discourse positioning and movement developed. The study raises issues for research, education and practice, and informs contemporary debates regarding educational evaluation and the theory-practice gap. The book should be useful to a range of health care professionals, educationalists, researchers and those interested in knowledge translation.