Summary
Contents
Subject index
Primary history is one of the richest areas of teaching and learning, but in order to teach it well trainee teachers need a strong understanding of key historical concepts and the dynamics of the national curriculum. Combining a detailed focus on the core skills and principles underpinning good history teaching, this book helps students to: • appreciate the key concepts that underpin historical understanding • engage deeply with the programmes of study for Key Stage 1 and 2 • assess children’s historical understanding • apply a cross-curricular approach to teaching This is essential reading for anyone studying primary history on initial teacher education courses including undergraduate (BEd, BA with QTS), postgraduate (PGCE, SCITT), school-based training (School Direct, Teach First), and qualified teachers who wish to enhance their professional knowledge.
Narrative, Counterfactualism and Constructivist Learning
Narrative, Counterfactualism and Constructivist Learning
What this chapter will cover
This chapter follows on from the themes contained in the previous chapter, including theoretical discussions illustrated with practical examples. It begins with making a case for narrative approaches to history. The limitations of narrative for academic historians are discussed, including postmodern accounts. The educational case for narrative is stronger, not least due to the inclusion of constructivist accounts, particularly the work of Bruner and a reiteration of the importance of developing children’s historical imagination and ability to visualise the past. Idealist approaches to history are also discussed again, and here the focus is on developing ‘insider’ accounts of the past, including a theory of mind. The chapter continues with examples of ...
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