The Three Contexts of Writing About History Teaching

Jennifer Clark; Adele Nye

doi:10.1007/978-981-13-0047-9_1

The Three Contexts of Writing About History Teaching

Jennifer Clark, Adele Nye

Leadership, Pedagogy, Diversity and Inclusion

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Research › peer-review

Abstract

When writing about the teaching of history in universities, three contexts become apparent. The first is the enormous diversity and sophistication of historical practice and historical thinking. The second is the existence of Threshold Learning Outcomes (TLO) to standardise history teaching. The third is the Scholarship of Teaching and Learning which has provided an international intellectual and practical framework within which to discuss discipline teaching. In this chapter, we position this book within those contexts and introduce its purpose.

Original language	English
Title of host publication	Teaching the Discipline of History in an Age of Standards
Editors	Jennifer Clark, Adele Nye
Place of Publication	Singapore
Publisher	Springer
Pages	1-19
Edition	1
ISBN (Print)	9789811300479, 9789811300462
DOIs	https://doi.org/10.1007/978-981-13-0047-9_1
Publication status	Published - 2018

Keywords

Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)
Higher Education
Educational Administration, Management and Leadership

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10.1007/978-981-13-0047-9_1

https://hdl.handle.net/1959.11/23392

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The Three Contexts of Writing About History Teaching

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