Abstract
This article aims to examine the difficulties, misgivings, and criticism that exist in academia and the field of education, regarding creating history curricula relevant and significant to twenty-first century society and individuals; how compulsory history curricula can be suited to the methodology and didactics of training students as history teachers, and suggest several solutions to the issues discussed.The structure of knowledge approach in the discipline of history is problematic, and creates a complex challenge regarding preparing history students as teachers of the future. This is because this discipline represents, to a great extent, the wider fields of the humanities and social sciences which are very difficult to integrate into the school educational process.Historical research and the education system have different goals. The historian strives to clarify “historical questions”, meaning issues from the past with the perspective of their having certain relevance to the future. In contrast, the education system seeks to shape the student’s worldview and provide him with significant tools for coping with the challenges of the twenty-first century, as part of the “toolbox” that the education system believes will serve as a basis for the student’s preparation to be a useful individual in society and for himself.In light of the weight of history in teaching values, based on reliable facts gained from historical research, the main role that should be given to teaching the subject is to teach critical thinking. The ability to understand history in its framework of reference, meaning, understanding change and the environment, needs to be developed. Likewise, it is necessary to arouse and develop the judicious use of facts and drawing conclusions. Learning history can, and must, take place both experientially and logically. Presenting the “historical story” alongside the “cognitive-critical” approach must be the primary “pedagogy” when instilling students with teaching skills.Achieving history curriculum goals is greatly dependent on the teaching and evaluation methods, and how well teachers succeed in bringing their students to be active and involved in the learning process. Therefore, a variety of teaching strategies must be employed, in the spirit of the constructionist approach. Training teaching students requires a variety of pedagogic methods and methodological approaches, and teaching literacy for strategies for interdisciplinary teaching methods, integrative learning, and use of digital technologies.
Highlights
This article examines the difficulties, misgivings, and criticism that exist in academia and the field of education, regarding creating history curricula relevant and significant to twenty-first century society and individuals; how Journal of Education and Training Studies
Vol 6, No 5; May 2018 compulsory history curricula can be suited to the methodology and didactics of training students as history teachers, and suggests several solutions to the issues discussed
Several teaching strategies will be offered in the spirit of the constructionist approach, on which the history teacher training program in teaching colleges should be based
Summary
Why should we teach history? Is it not an outdated subject, like Latin, or some classical studies that no longer feature in the list of compulsory subjects to be taught in high schools? In light of the opinions and attitudes about “the end of history”, what value is there to knowing about the past when we need to prepare our students for the world of tomorrow? What relevance does history teaching have to our lives, as a society, and in particular as individuals in our community at the beginning of the twenty-first century? Regarding the complex nature of history and its teaching, see Denos and Case (2006), and Harrari (2011, 2015).Does studying history as a discipline in the colleges of education, and training students to teach history in schools – two not necessarily overlapping planes – have a value? Is training students to teach history even viable? And if so, how can we prepare history students for their role as teachers and potential researchers? Wineburg (2001).This article examines the difficulties, misgivings, and criticism that exist in academia and the field of education, regarding creating history curricula relevant and significant to twenty-first century society and individuals; how Journal of Education and Training StudiesVol 6, No 5; May 2018 compulsory history curricula can be suited to the methodology and didactics of training students as history teachers, and suggests several solutions to the issues discussed.1.1 What Is History?The essence of the discipline of history will be examined. What relevance does history teaching have to our lives, as a society, and in particular as individuals in our community at the beginning of the twenty-first century? Does studying history as a discipline in the colleges of education, and training students to teach history in schools – two not necessarily overlapping planes – have a value? Is training students to teach history even viable? This article examines the difficulties, misgivings, and criticism that exist in academia and the field of education, regarding creating history curricula relevant and significant to twenty-first century society and individuals; how Journal of Education and Training Studies. Vol 6, No 5; May 2018 compulsory history curricula can be suited to the methodology and didactics of training students as history teachers, and suggests several solutions to the issues discussed. The history discussed includes all areas of human activity including political, religious, social, economic, cultural, and technological activities
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