دانلود کتاب Becoming a History Teacher: Sustaining Practices in Historical Thinking and Knowing

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Contents\nTables and Figures\nAcknowledgments\nPART ONE: Introduction\n1. Introduction\n2. Moving from the Periphery to the Core: The Possibilities for Professional Learning Communities in History Teacher Education\n3 “The Teacher Is the Keystone of the Educational Arch”: A Century and a Half of Lifelong Teacher Education in Canada\n4. The Poverty and Possibility of Historical Thinking: An Overview of Recent Research into History Teacher Education\nPART TWO: Nurturing Historical Thinking before Entering a Teacher Education Program\n5. On Historians and Their Audiences: An Argument for Teaching (and Not Just Writing) History\n6. Canadian History for Teachers: Integrating Content and Pedagogy in Teacher Education\nPART THREE: History and Social Studies Teacher Education Programs in Canada\n7. What Is the Use of the Past for Future Teachers? A Snapshot of Francophone Student Teachers in Ontario and Québec Universities\n8. Through the Looking Glass: An Overview of the Theoretical Foundations of Quebec’s History Curriculum\n9. Troubling Compromises: Historical Thinking in a One-Year Secondary Teacher Education Program\n10. Engaging Teacher Education through Rewriting That History We Have Already Learned\n11. “Walking the Talk”: Modelling the Pedagogy We Profess in History and Social Studies Methodology Courses\n12. Teaching Student Teachers to Use Primary Sources When Teaching History\n13. Learning to Learn in New Brunswick Teacher Preparation: Historical Research as a Vehicle for Cultivating Historical Thinking in the Context of Social Studies Education\n14. When in Doubt, Ask: Student Teacher Insights into Research and Practice\nPART IV: Boundary Work: Sustaining Communities of Practice\n15. Can Teacher Education Programs Learn Something from Teacher Professional Development Initiatives?\n16. On the Museum as a Practised Place: Or, Reconsidering Museums and History Education\n17. Teaching History Teachers in the Classroom\n18. Engendering Power and Legitimation: Giving Teachers the Tools to Claim a Place for History Education in Their Schools\n19. Telling the Stories of the Nikkei: A Place-Based History Education Project\n20. Conclusion\nBibliography\nContributors