Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/23392
Title: The Three Contexts of Writing About History Teaching
Contributor(s): Clark, Jennifer (author); Nye, Adele  (author)orcid 
Publication Date: 2018
DOI: 10.1007/978-981-13-0047-9_1
Handle Link: https://hdl.handle.net/1959.11/23392
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.
Publication Type: Book Chapter
Source of Publication: Teaching the Discipline of History in an Age of Standards, p. 1-19
Publisher: Springer Nature
Place of Publication: Singapore
ISBN: 9789811300479
9789811300462
Field of Research (FOR): 130304 Educational Administration, Management and Leadership
130103 Higher Education
130205 Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)
Socio-Economic Outcome Codes: 930202 Teacher and Instructor Development
930103 Learner Development
930201 Pedagogy
HERDC Category Description: B1 Chapter in a Scholarly Book
Statistics to Oct 2018: Visitors: 4
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Downloads: 0
Appears in Collections:Book Chapter
School of Education

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