Haydn, T: Learning to Teach History in the Secondary School A companion to school experience

'An excellent companion to Learning to Teach in Secondary School ... full of good ideas and better advice ... Mentors will certainly want to use it, and so, I'm sure, will the rest of the history department ... Make sure they buy one, and keep your copy under lock and key.' – Michael Duffy, Times Educational Supplement

'A very well written and readable book. Overall, this is an excellent book and one which students and teachers outwith England would find a valuable addition to their library.' – Scottish Association of Teachers of History, Resources Review

‘This book is without question the standard text for the history PGCE market.’ – Dr Ian Davies, University of York, on the first edition.

Learning to Teach History in the Secondary School provides an accessible introduction to teaching and learning history at secondary level. Underpinned by a theoretical perspective and backed up by the latest research, it encourages student teachers to develop a personal approach to teaching history.

This fourth edition has been thoroughly updated for the new curriculum, with a brand new chapter on subject knowledge and a new section on action research to better support those reflecting on and developing their own practice. It provides an array of references and materials that give a sound theoretical foundation for the teaching of history, including weblinks to further resources, while a range of tasks will enable students to put their learning into practice in the classroom. Practical advice is combined with reference and access to a wide range of recent and relevant research in the field of history education, to support Masters Level research and aid reflective practice.

Key issues covered include:

• The benefits of learning history
• Planning
• The use of language and strategies for teaching
• Inclusion
• Technology in history teaching
• Assessment
• Continuing professional development

Offering comprehensive and accessible support to becoming a history teacher, this book remains an invaluable resource for all training and newly qualified history teachers.