Historical Thinking for History Teachers

An edited collection surveying the nature of Australian history teaching today at both the primary and secondary level.

Effective Australian history education has never been more important for the development of critically aware and thoughtful young people. Not only does history foster important discipline-specific skills in historical reasoning, consciousness and empathy; an appreciation of history also plays a crucial role in the development of students' understanding of the very nature of our society.

This edited collection, comprising contributions from leading historians, educators and practising teachers, provides a much-needed survey of the nature of Australian history teaching today, from the development of the national curriculum, to fostering historical thinking and promoting engaging approaches in the classroom.

The book begins with an analysis of the principles underlying the drafting of the national curriculum and features insights from the writers of the curriculum itself. There is also a focus on considering the curriculum from a primary teaching perspective. Part 2 examines the teaching of historical skills including historical thinking, empathy and values as well as the principles of effective assessment and the important role social history can play in the classroom. In Part 3 the focus is on specific approaches to history teaching including teacher talk, the use of historical fiction and film, the value of digital technology and websites and the role of the museum as a teaching and learning tool.

Finally Part 4 analyses key aspects of teaching Australian history including reflecting Indigenous perspectives, teaching citizenship and assisting the pre-service teacher in their transition to becoming a professional.

Rich with insights on the nature of historical skills as well as practical guidance on translating principles into engaging classroom approaches, this is an essential reference for both pre-service and in-service history teachers and educators.

About the Author

Tim Allender is Professor and Chair of History and Curriculum at the University of Sydney and has taught preparing history teachers for over 20 years. He has published on history curriculum issues and has held an ARC Discovery grant that looked into classroom history practice. Anna Clark is a Future Fellow and Associate Professor at the University of Technology, Sydney. She has written extensively in the field of history education and historical consciousness. Robert Parkes is Associate Professor of Education at the University of Newcastle and convenor of the HERMES History Education Research Network. He is also the founding editor of Historical Encounters: A journal of historical consciousness, historical cultures and history education.