Abstract
Bringing environmental history into the classroom is a stimulating challenge for teachers, but it raises important questions if an anthropocentric point of view is to be taken into account. Making this transposition possible implies first defining new teaching material within study projects and then applying the appropriate methodology. Introducing Environmental History into teacher-training programs and then into the classroom modifies the teacher’s work concepts and may bring about paradigmatic changes concerning the aims of this school discipline. This article examines the conditions needed for teacher-training methods in History at the Secondary I level when trying to integrate Environmental History.
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