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

Edited by Ruth Sandwell and Amy von Heyking

© 2014

A revolution in history education is propelling historical thinking and knowing to the forefront of history and social studies education in North America and beyond. Teachers, teacher education programs, schools, and ministries of education across Canada are all among those embracing the idea that knowing history means knowing how to think historically.

Becoming a History Teacher is a collection of thoughtful essays by history teachers, historians, and teacher educators on how to prepare student teachers to think historically and to teach historical thinking. Covering the teacher’s experience before, during, and after formal certification, Becoming a History Teacher contains a wide range of resources for teachers and educators, including information on the latest research in history education and examples of successful history teaching activities. 

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Product Details

  • World Rights
  • Page Count: 360 pages
  • Illustrations: 5
  • Dimensions: 6.0in x 0.9in x 9.0in
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  • PUBLISHED SEP 2014

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  • PUBLISHED SEP 2014

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Quick Overview

Becoming a History Teacher is a collection of thoughtful essays by history teachers, historians, and teacher educators on how to prepare student teachers to think historically and to teach historical thinking.

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

Edited by Ruth Sandwell and Amy von Heyking

© 2014

A revolution in history education is propelling historical thinking and knowing to the forefront of history and social studies education in North America and beyond. Teachers, teacher education programs, schools, and ministries of education across Canada are all among those embracing the idea that knowing history means knowing how to think historically.

Becoming a History Teacher is a collection of thoughtful essays by history teachers, historians, and teacher educators on how to prepare student teachers to think historically and to teach historical thinking. Covering the teacher’s experience before, during, and after formal certification, Becoming a History Teacher contains a wide range of resources for teachers and educators, including information on the latest research in history education and examples of successful history teaching activities. 

Continue Reading Read Less

Product Details

  • World Rights
  • Page Count: 360 pages
  • Illustrations: 5
  • Dimensions: 6.0in x 0.9in x 9.0in
  • Reviews

    ‘The book offers practical illustrations on how to best learn and cultivate historical thinking in schools…Rich in information, I know how I would incorporate some of the book’s ideas into my own work…This book will have an impact.’


    Paul Zanazanian
    Historical Studies in Education Spring 2016

    Becoming a History Teacher is an excellent book …. Ruth Sandwell and Amy von Heyking have made a compelling argument about the general failure of history departments in Canada to teach their undergraduates how to think historically.’


    Adam Chapnick
    Canadian Historical Review vol 96:02:2015

    Becoming a History Teacher bridges the theory/practice divide in history education without sacrificing complexity or scholarship. This is an impressive book, sure to find a responsive audience among history educators and history education researchers.”
    Linda S. Levstik, Department of Curriculum and Instruction, College of Education, University of Kentucky

    “This book is a powerful contribution to the understanding of history teaching and learning, featuring Canadian history theorists and practitioners who are world leaders in their fields.”
    Timothy Allender, Faculty of Education and Social Work, University of Sydney
  • Author Information

    R.W. Sandwell is an associate professor in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education, University of Toronto.



    Amy von Heyking is an associate professor in the Faculty of Education at the University of Lethbridge.
  • Table of contents

    PART I: Introduction
    Chapter 1. Introduction (Ruth Sandwell and Amy von Heyking)
    Chapter 2. Moving from the Periphery to the Core: The Possibilities for Professional Learning Communities in History Teacher Education (Alan Sears)
    Chapter 3. “The Teacher is the Keystone of the Educational Arch”: A Century and a Half of Lifelong Teacher Education in Canada (Penney Clark)
    Chapter 4. The Poverty and Possibility of Historical Thinking: An Overview of Recent Research into History Teacher Education (Scott A. Pollock)

    PART II: Nurturing Historical Thinking Before Entering Teacher Education Program
    Chapter 5. On Historians and their Audiences: An Argument for Teaching (and not just writing) History (Ruth W. Sandwell)
    Chapter 6. Canadian History for Teachers: Integrating Content and Pedagogy in Teacher Education (Amy von Heyking)

    PART III: History and Social Studies’ Teacher Education Programs in Canada
    Research and Reflection

    Chapter 7. What is the Use of the Past for Future Teachers? A Snapshot of Francophone Student Teachers in Ontario and Québec Universities (Stéphane Lévesque)
    Chapter 8. Through the Looking Glass: An Overview of the Theoretical Foundations of Quebec’s History Curriculum (Catherine Duquette)
    Chapter 9. Troubling Compromises: Historical Thinking in a One-Year Secondary Teacher Education Program (Peter Seixas and Graeme Webber)
    Chapter 10. Engaging Teacher Education Through a Re-writing That History We Have Already Learned (Kent den Heyer)
    Chapter 11. “Walking the Talk”: Modeling the Pedagogy We Preach in History and Social Studies Methodology Courses (Roland Case and Genie MacLeod)
    Strategies and Practices
    Chapter 12. Teaching Student Teachers to Use Primary Sources When Teaching History (Lindsay Gibson)
    Chapter 13. Learning to Learn in New Brunswick Teacher Preparation: Historical Research as a Vehicle for Cultivating Historical Thinking in the Context of Social Studies
    ducation (Theodore Christou)
    Chapter 14 When In Doubt, Ask: Student Teacher Insights into Research and Practice (John J C Myers)

    PART IV: Boundary Work: Sustaining Communities of Practice
    Research and Reflections

    Chapter 15. Can Teacher Education Programs Learn Something from Teacher Professional Development Initiatives? (Carla L. Peck)
    Chapter 16. On the Museum as a Practiced Place: or, Reconsidering Museums and History Education (Brenda Trofanenko)
    Strategies and Practices
    Chapter 17. Teaching History Teachers in the Classroom (Jan Haskings-Winner)
    Chapter 18. Engendering Power and Legitimation: Giving Teachers the Tools to Claim a Place for History Education in their Schools (Rose Fine-Meyer)
    Chapter 19. Telling the Stories of the Nikkei: A Place-based History Education Project (Terry Taylor and Linda Farr Darling)
    Chapter 20. Conclusion (Amy von Heyking and Ruth Sandwell)

    Bibliography
    List of Contributors
    Endnotes

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