Full Description
Mentoring History Teachers in the Secondary School supports mentors to develop the knowledge, skills and understanding essential to the successful mentoring of beginning history teachers who are undertaking their initial teacher training or being inducted into the profession as early career teachers. The authors critically explore models of mentoring and place subject specificity at the heart of every chapter, offering practical mentoring strategies rooted in the best evidence and research from the history teaching community.
This book is a vital source of encouragement and inspiration for all those involved in developing the next generation of history teachers, providing accessible summaries of history-specific thinking on a range of topics alongside mentoring support. Key topics include:
Understanding what being a subject-specific mentor of beginning history teachers involves
Establishing a dialogic mentor-mentee relationship
Supporting beginning teachers to develop the substantive and disciplinary knowledge they need to become excellent history teachers
Guiding beginning history teachers through the lesson planning process
Conducting subject-specific lesson observations and pre- and post-lesson discussions
Supporting beginning history teachers to consider the purpose of history education and how they can navigate this in relation to values education, the use of ICT, and the teaching of controversial and sensitive issues.
Mentoring History Teachers in the Secondary School offers an accessible and practical guide to mentoring beginning history teachers, with ready-to-use strategies to support and inspire both mentors and beginning teachers alike.
Contents
Introduction: What is mentoring? Victoria Crooks
1. What subject knowledge and understanding do beginning history teachers need? - Terry Haydn
2. How to support beginning teachers to understand and utilise second order and substantive historical concepts - Victoria Crooks and Terry Haydn
3. Helping beginning history teachers to plan, deliver and evaluate lessons - Laura London & Victoria Crooks
4. Working with beginning history teachers to support all pupils' learning - Victoria Crooks
5. Lessons Observation and Feedback - Laura London
6. Exploring the relationship between values and history education - Terry Haydn
7. Supporting history teachers develop approaches to teaching controversial issues - Laura London
8. Supporting beginning teachers' use of ICT in the history classroom - Terry Haydn
9. Continuing professional development for beginning history teachers and mentors - Laura London
