History Teacher Education
Global Interrelations
- herausgegeben von
- Elisabeth Erdmann, Wolfgang Hasberg
- unter Mitarbeit von
- Tim Allender, Marie-Christine Baquès, Keith C. Barton, Arthur Chapman, Penney Clark, İsmail Hakkı Demircioğlu, Elize S. van Eeden, Elisabeth Erdmann, Ágnes Fischer-Dárdai, Wolfgang Hasberg, József Kaposi, Alexander S. Khodnev, Takahiro Kondo, Viliam Kratochvil, Brigitte Morand, Stéphane Levesque, Maria Sánchez Agusti, Ruth W. Sandwell, Vera Sperisen, Danijela Trškan, Barnabás Vajda, Béatrice Ziegler
In 1999, in Bologna 29 Ministers of Sciences and Education signed a declaration wherein the standardization of the educational systems as well as the standardization of educational attainments in Europe were determined. Until today, the process of implementing the core requests of the Bologna Declaration is not yet finished in all parts of the Bologna area which currently includes 47 states. Therefore this volume collects the experiences made by the different participants in the Bologna process as well as by many other states. Experts from all over the world describe and analyse their experie…
| Bestellnummer: | 40081 |
|---|---|
| EAN: | 9783734400810 |
| ISBN: | 978-3-7344-0081-0 |
| Format: | Broschur |
| Reihe: | History Education international |
| Erscheinungsjahr: | 2015 |
| Auflage: | 1. Aufl. |
| Seitenzahl: | 304 |
Elisabeth Erdmann and Wolfgang Hasberg: Bologna – A European or a Global Task? Introduction
1. History Teacher Education in the European Union
Arthur Chapman: University History Education and History Teacher Training in the United Kingdom
Ágnes Fischer-Dárdai and József Kaposi: The Correction of the Bologna Reform Process. Changes in the Training of History Teachers in Hungary
Elisabeth Erdmann and Wolfgang Hasberg: Bologna in Germany. History Teacher Education between Historical Culture and History Education
Viliam Kratochvil and Barnabás Vajda: History Didactics in the Slovak Republic
Maria Sánchez Agusti: The Teaching of History in Spain. Imbalances between History and History Didactics in the Training of History Teachers
Danijela Trškan: Development of History Teacher Education in Slovenia
Marie-Christine Baquès and Brigitte Morand: In France: Tense Times follow the Training Reform Upheaval
2. History Teacher Education in Europe
Ismail H. Demircioglu: History Teacher Education and History Education in Turkey
Alexander S. Khodnev: History Teacher Education in Russia
Vera Sperisen and Béatrice Ziegler: The Great Upheaval. Reform of History Teacher Education in Switzerland
3. History Teacher Education in a Global Perspective
Keith C. Barton: History Education and Teacher Preparation in the United States
Penney Clark, Stéphane Lévesque and Ruth Sandwell: Dialogue Across Chasms: History and History Education in Canada
Tim Allender: History Lessons from the Antipodes: Teaching History Didactics in Australia
Elize S. van Eeden: Studying History in South-Africa: Reflections of yesterday to face, map and bridge diversity today and tomorrow
Takahiro Kondo: Issues of History Education in Japan as seen in Teacher Education. Lost in Polarization of Historical Culture
4. Conclusion
Elisabeth Erdmann and Wolfgang Hasberg: Global Interrelations? Necessity and Fertility of standardizing History Education
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Der Band versammelt Beiträge, die aus Anlass des siebzigsten Geburtstages der international renommierten Geschichtsdidaktikerin Elisabeth Erdmann entstanden sind. Die aufgenommenen Artikel, die von SchülerInnen, WeggefährtInnen, FreundInnen der Jubilarin stammen, repräsentieren die Breite ihrer internationalen Vernetzung und ihrer thematischen Vielfalt. Antike – Bilder – Welt benennen als Stichworte die Schwerpunkte, mit denen Elisabeth Erdmann sich immer wieder befasst hat. Dabei symbolisiert der globale Aspekt gleichzeitig ihre aktive Tätigkeit als langjährige Präsidentin der Internationalen Gesellschaft für Geschichtsdidaktik, während der sie die internationale Vernetzung vorangetrieben hat. Bilder als „Fenster zur Vergangenheit“ zählen zu den Gegenständen, denen Elisabeth Erdmann zahlreiche Aufsätze und Sammelbände gewidmet hat. Die Antike schließlich war der Ausgangspunkt der wissenschaftlichen Laufbahn von Elisabeth Erdmann, zu der sie immer wieder zurückgekehrt ist, wie nicht nur ihre Aktivitäten im Umfeld von AGE belegen. Hinzu treten Beiträge zu neuen Aspekten der Geschichtsdidaktik, für die Elisabeth Erdmann unermüdlich gewirkt hat und weiter wirkt.
Aim of the first volume of History Education international (HEint) is the foundation of a European discourse on history education. Based on the German understanding of history didactics authors from 25 states of the European Union describe the scientific discourse on history education in their country. Facing the situation of organisation and research on history education is a basic condition for understanding. Mapping this situation is the conclusion of facing the diversity. Reading the articles of more than 35 authors all over Europe it is amazing to observe how again and again new landscapes of history didactics come in existence. For that reason the findings are summarised by a systematic approach, whereby the landscapes of several discourses on history education in Europe can be drawn. Bridging diversity may be successful on this basis.
History Education international
In 1999, in Bologna 29 Ministers of Sciences and Education signed a declaration wherein the standardization of the educational systems as well as the standardization of educational attainments in Europe were determined. Until today, the process of implementing the core requests of the Bologna Declaration is not yet finished in all parts of the Bologna area which currently includes 47 states. Therefore this volume collects the experiences made by the different participants in the Bologna process as well as by many other states. Experts from all over the world describe and analyse their experiences while implementing the ascertainment of the Bologna Declaration or while executing educational systems which include elements of the Bologna Declaration. In this way the anthology offers a valuable treasure of knowledge which can be helpful for realizing the goals for the Bologna Declaration regarding to history teacher education in Europe and in other parts of the globe.
Aim of the first volume of History Education international (HEint) is the foundation of a European discourse on history education. Based on the German understanding of history didactics authors from 25 states of the European Union describe the scientific discourse on history education in their country. Facing the situation of organisation and research on history education is a basic condition for understanding. Mapping this situation is the conclusion of facing the diversity. Reading the articles of more than 35 authors all over Europe it is amazing to observe how again and again new landscapes of history didactics come in existence. For that reason the findings are summarised by a systematic approach, whereby the landscapes of several discourses on history education in Europe can be drawn. Bridging diversity may be successful on this basis.
Aim of the first volume of History Education international (HEint) is the foundation of a European discourse on history education. Based on the German understanding of history didactics authors from 25 states of the European Union describe the scientific discourse on history education in their country. Facing the situation of organisation and research on history education is a basic condition for understanding. Mapping this situation is the conclusion of facing the diversity. Reading the articles of more than 35 authors all over Europe it is amazing to observe how again and again new landscapes of history didactics come in existence. For that reason the findings are summarised by a systematic approach, whereby the landscapes of several discourses on history education in Europe can be drawn. Bridging diversity may be successful on this basis.
Aim of the first volume of History Education international (HEint) is the foundation of a European discourse on history education. Based on the German understanding of history didactics authors from 25 states of the European Union describe the scientific discourse on history education in their country. Facing the situation of organisation and research on history education is a basic condition for understanding. Mapping this situation is the conclusion of facing the diversity. Reading the articles of more than 35 authors all over Europe it is amazing to observe how again and again new landscapes of history didactics come in existence. For that reason the findings are summarised by a systematic approach, whereby the landscapes of several discourses on history education in Europe can be drawn. Bridging diversity may be successful on this basis.