Mentoring History Teachers in the Secondary School

Mentoring History Teachers in the Secondary School supports mentors to develop the knowledge, skills and understanding essential to the successful mentoring of beginning history teachers.

Autorentext

Victoria Crooks is Assistant Professor in History Education and the Subject Lead of the Secondary History PGCE course at the University of Nottingham.

Laura London is a lecturer in education in the School of Education and Lifelong Learning at the University of East Anglia.

Terry Haydn is Emeritus Professor of Education at the University of East Anglia, UK.

Inhalt

Introduction: What is mentoring? Victoria Crooks

1. What subject knowledge and understanding do beginning history teachers need? - Terry Haydn

2. How to support beginning teachers to understand and utilise second order and substantive historical concepts - Victoria Crooks and Terry Haydn

3. Helping beginning history teachers to plan, deliver and evaluate lessons - Laura London & Victoria Crooks

4. Working with beginning history teachers to support all pupils' learning - Victoria Crooks

5. Lessons Observation and Feedback - Laura London

6. Exploring the relationship between values and history education - Terry Haydn

7. Supporting history teachers develop approaches to teaching controversial issues - Laura London

8. Supporting beginning teachers' use of ICT in the history classroom - Terry Haydn

9. Continuing professional development for beginning history teachers and mentors - Laura London