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BOOK
Title Becoming a history teacher : sustaining practices in historical thinking and knowing / edited by Ruth Sandwell and Amy von Heyking.
Imprint Toronto ; Buffalo ; London : University of Toronto Press, [2014]
©2014.

Copies/Volumes

LOCATION CALL # STATUS
 Main Stacks  D16.4.C3 B43 2014    AVAILABLE
Description xii, 345 pages : illustrations ; 24 cm.
Bibliog. Includes bibliographical references (pages 321-338).
Subject History teachers -- Training of -- Canada.
History -- Study and teaching -- Canada.
Contents Introduction / Ruth Sandwell and Amy von Heyking -- Moving from the Periphery to the Core: The Possibilities for Professional Learning Communities in History Teacher Education / Alan Sears -- "The Teacher is the Keystone of the Educational Arch": A Century and a Half of Lifelong Teacher Education in Canada / Penney Clark -- Poverty and Possibility of Historical Thinking: An Overview of Recent Research into History Teacher Education / Scott A. Pollock -- On Historians and their Audiences: An Argument for Teaching (and not just writing) history / Ruth W. Sandwell -- Canadian History for Teachers: Integrating Content and Pedagogy in Teacher Education / Amy von Heyking -- What is the Use of the Past for Future Teachers? A Snapshot of Francophone Student Teachers in Ontario and Quebec Universities / Stephane Levesque -- Through the Looking Glass: An Overview of the Theoretical Foundations of Quebec's History Curriculum / Catherine Duquette -- Troubling Compromises: Historical Thinking in a One-Year Secondary Teacher Education Program / Peter Seixas and Graeme Webber -- Engaging Teacher Education Through a Re-writing That History We Have Already Learned / Kent den Heyer -- "Walking the Talk": Modeling the Pedagogy We Preach in History and Social Studies Methodology Courses / Roland Case and Genie MacLeod -- Teaching Student Teachers to Use Primary Sources When Teaching History / Lindsay Gibson -- Learning to Learn in New Brunswick Teacher Preparation: Historical Research as a Vehicle for Cultivating Historical Thinking in the Context of Social Studies ducation / Theodore Christou -- When In Doubt, Ask: Student Teacher Insights into Research and Practice / John J C Myers -- Can Teacher Education Programs Learn Something from Teacher Professional Development Initiatives? / Carla L. Peck -- On the Museum as a Practiced Place: or, Reconsidering Museums and History Education / Brenda Trofanenko -- Teaching History Teachers in the Classroom / Jan Haskings-Winner -- Engendering Power and Legitimation: Giving Teachers the Tools to Claim a Place for History Education in their Schools / Rose Fine-Meyer -- Telling the Stories of the Nikkei: A Place-based History Education Project / Terry Taylor and Linda Farr Darling -- Conclusion / Amy von Heyking and Ruth Sandwell.
Other Author Von Heyking, Amy J. (Amy Jeanette), 1965-
Sandwell, R. W. (Ruth Wells), 1955-