The Handbook of Research on Teacher Education in History and Geography released recently ties two fundamental aspects of heritage education.
The handbook is a collaborative effort of researchers from Brazil, Canada, China, Colombia, Portugal, Sweden and the United States addressing teachers challenges regarding these two topics.
The handbook touches upon many subjects, including:
- Analysis of research approaches of history and geography teaching and training.
- Measurement, statistics and theoretical models.
- History and social studies enhancement by mixed-method teaching
- Teaching history with narrative as an act of reconstruction of the past
- History teaching, methodological and factual, understanding and variation between genders
- The relationship of prejudices and issues of conflict among teachers and students and design of teaching and learning strategies to approach the subject appropriately
- Impact of personal memory and school experience on learning
- Historiographical trends inﬂuence on methodology and classroom activities.
and more. . .
We were particularly intrigued by the chapters:
‘Please let it be a history test with a content I can handle: How girls and boys perform in the national test in history in Sweden’ by Fredrik Alvén
‘The acquisition of historical competences in Spain: Perceptions of primary and secondary education teachers’ by Francisco Javier Trigueros Cano, José María Campillo Ferrer, Pedro Miralles-Martínez, and Jesús Molina Saorín
‘Learning to teach history in secondary education: Preservice teachers’ attitudes when faced with emotional and controversial issues ‘ by José A. Armas Castro, Jorge Conde Miguélez, Luis Alberto Marques Alves, and Cristina María Maia
‘ What can be learned from decontextualised heritage?’ by Belén Castro-Fernández, Ramón López Facal, Guadalupe Jiménez-Esquinas, and Daniel Schugurensky
‘Motivation strategies for gamified flipped classrooms in Social Sciences education’ by José Monteagudo-Fernández, Juan Ramón Moreno-Vera, Raimundo A. Rodríguez-Pérez, and Ramón Cózar-Gutiérrez
Teacher training and methodology are essential to quality education. History and Geography teaching is widely separate, whereas heritage education is optional and at the capacity of each school. Moreover, their related subject matter allows for mixed teaching methods and curricula with positive impact and increased understanding for students.
Heritage incorporation into history and geography classes is beneficial to students and teachers. Teaching through local heritage shows an increase in understanding of history, geography and the broader context (as Heritage Schools: teach history with your heritage). Moreover, heritage teaching creates a narrative around historical events and geography, granting an accessible, relatable and memorable learning experience to students.
Cultural heritage initiatives feature digitised content and technological innovation easily transferable to classroom activities. Museums and sites have online free access to billions of images that can serve as teaching visual aids. The development and accessibility of GPS and GIS systems are part of numerous heritage projects and already implemented in educational curricula with excellent results, as Patrimonializarte.Furthermore, as part of heritage promotion and literacy, the sector has produced plenty of ludic activities such as games adaptable to the classroom.
The recent interest in research of teaching and teacher training on History and Geography is promising in the adoption of heritage education in schools and heading to holistic and informed knowledge.
I want to learn more:
Handbook of Research on Teacher Education in History and Geography by Cosme J. Gomez Carrasco, Pedro Miralles Martínez and Ramón López-Facal
Handbook of Research on Teacher Education in History and Geography, What can be learned from decontextualised heritage?” In. C.J. Gómez Carrasco, P. Miralles Martínez & R. López Facal (eds.). Berlin: Peter Lang. p. 283-308
Available for purchcase at Peter Lang, Handbook of Research on Teacher Education in History and Geography, edited by Cosme J. Gómez Carrasco, Pedro Miralles Martínez and Ramón López Facal