Teaching of history in higher education
Since the late 19th century both the theory and practice of the teaching of history have undergone significant changes, driven both by trends within the discipline itself and wider societal influences. Its purposes have included providing students with a liberal education, training them in historical methods, and inculcating transferable vocational skills, whilst amongst the developments in its practice have been the adoption of the seminar method, the growth of the undergraduate dissertation and the increasing importance of IT. In addition, issues such as the tension between research and teaching and the need for professional teacher training still remain contentious.
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- Historians:
- Tout, Thomas Frederick
- Institutions:
- Higher Education Academy Subject Centre for History, Classics and Archaeology
Historical Association
History UK (HE) - Themes:
- Teachers of history numbers
Related publications
- Bernard Barker, 'Values and practice: history teaching 1971–2001', Cambridge Journal of Education, 32, 1 (2002), 61–72
Alan Booth, 'Discussion briefing paper: linking research and teaching in history: some issues', LTSN Subject Centre History Conference, University of Lancaster, April 2003
Teaching History: A Reader, ed. Hilary Bourdillon (Abingdon, 1994)
John Cannon, 'Teaching History at University', The History Teacher, 22, 3 (1989), 245–275
N. B. Harte, One Hundred and Fifty years of History Teaching at University College London (London, 1982)
Michael Jones, John Beckett, David Green, History at Nottingham: teaching, research and departmental life from the 1880s to the present (Nottingham, 1995)
G. Kitson Clark, 'A hundred years of the teaching of history at Cambridge, 1873–1973', The Historical Journal, 16 (1973), 535–553
