"Mentoring and reflective practice have become central elements in the development of teacher learning. This book examines the processes which support mentors, in-service co-ordinators and heads of history departments in their professional developmental work with student teachers, newly qualified teachers and experienced colleagues. Key aspects of mentoring are examined, and the book offers practical guidance on topics such as collaborat ..."
"* Why do we teach and learn about the past?* How is history taught in schools?* What are the influences on the way teachers teach and pupils learn about the past?History is one of the most ideologically disputed of school subjects. Over the past generation, the subject has experienced fundamental changes in content, pedagogy and approach. This book is the first detailed account of the way history is taught in schools to be published for ..."
"Chris Husbands, Alison Kitson, Anna Pendry ... the Humanities Curriculum
Project (HCP) established from 1968 to 1974 at the University of East Anglia
under the direction of Lawrence Stenhouse; and the Schools' Council Place,
Time and Society (8–14) project established at the London University ... chair',
introducing learners to sources of information and supporting them, thorough
discussion, in reaching an understanding of the prob ..."
"* Why do we teach and learn about the past?* How is history taught in schools?* What are the influences on the way teachers teach and pupils learn about the past?History is one of the most ideologically disputed of school subjects. Over the past generation, the subject has experienced fundamental changes in content, pedagogy and approach. This book is the first detailed account of the way history is taught in schools to be published for ..."
Principles and Practice Analytical Perspectives on Curriculum Reform and Changing Pedagogy from History Teacher Educators by Cliff O'neill, AnnaPendry Hardcover, 125 Pages, Published 1997 by Standing Conference Of History Teacher Educators In The United Kingdom ISBN-13: 978-0-903535-33-5, ISBN: 0-903535-33-5