Geschichtsdidaktische Perspektiven auf die Geschichte des 20. und 21. Jahrhunderts

The successful connection between content knowledge, pedagogical content knowledge and pedagogical knowledge is considered a parameter for success in teacher education. In recent years, history didactics has also dealt intensively with the question of how the relationship between these three facets should be aligned for the various phases of history teacher education. However, one focus to date has been on the interplay between educational sciences and history didactics. This anthology, on the other hand, attempts to bring historical science and history didactics into a more intensive dialogue. To achieve this, various scholars specializing in modern and contemporary history contribute articles that are commented on by history didacticists. The volume covers various topics, including global history, but also the history of Northern and Eastern Europe or queer history. Likewise, a view into practical museum work is opened up. The resulting dialogue shows that the various subdisciplines of historical scholarship can benefit enormously from an exchange with each other.

Autorentext
Sebastian Barsch studierte Geschichte, Sonderpädagogik, Philosophie und Literaturwissenschaften in Köln und Hagen. Nach beruflichen Stationen als Lehrer im Förderschul- und universitären Dienst sowie in der Lehrer*innenbildung ist er seit 2016 Professor für Didaktik der Geschichte an der Christian-Albrechts-Universität zu Kiel. Seine Forschungsschwerpunkte sind Diversität im Kontext historischen Lernens, Professionsforschung und Materielle Kultur.