On 26-27 February and 1 March, Professor of Education Terry Haydn from the University of East Anglia will hold seminars at Tallinn University.
His research has been mainly in the field of teacher education, and has focused principally on two strands of teacher education: history education in schools, and the use of new technology in education. Because of his involvement in a range of funded projects, he has published in other strands of teacher education but his research reputation rests principally on the two areas noted above. He has been entered for the last three RAEs and in the case of the 2007 RAE, 7 of his publications were submitted to the panel, 3 under the name of Dr Roy Barton with whom he has worked on several ICT related projects over the past few years). Since the last RAE he has had several papers published in very competitive and high status journals which he believes meet the criteria for work of international excellence.
Outline of teaching sessions (12 x 45 minutes)
26. veebruar A-046
10.00–11.30 Sessions 1 and 2: Managing pupil behaviour
This is a very important issue for most student teachers and teachers. The sessions focus on the use of a 10 point scale for considering classroom climate and pupil behaviour which has been widely used in teacher education in the UK and elsewhere. The scale and accompanying resources ask student teachers to reflect on what factors influence classroom climate, why do some teachers seem to be better than others at managing pupil behaviour, and how do student teachers and teachers get better at managing pupil behaviour?
12.00–13.30 Sessions 3 and 4: Ideas about the purposes and practice of teaching history to young people: a view from the UK
The first half of the session gives some up to date views about current debates about what benefits school history provides for young people (and what are their ideas about why they have to do history at school). This session also provides an introduction to current UK debates about how history should be taught – what teaching approaches work best? The session also introduces the idea of ‘impact’ resources.
The second half of the session provides some examples of what have been termed ‘active learning’ approaches to teaching history.
27. veebruar A-046
10.00–11.30 Sessions 5 and 6: Teaching substantive concepts to secondary school history pupils
Internationally, there has been a great deal of emphasis on second order concepts in school history, such as causation, interpretations, significance, chronology etc., but substantive concepts are also an important part of understanding the past and the present. The sessions explore how we might develop the sophistication of pupils’ understanding of concepts such as empire, opposition and democracy.
12.00–13.30 Sessions 7 and 8: Teaching pupils about interpretations and significance in history
These are both considered to be an important part of a historical education in the UK and elsewhere. The sessions explore some of the ways in which the teaching of these concepts are taught in the UK
1. märts A-046
10.00–11.30 Sessions 9 and 10: Teaching controversial issues and the place of values in the history curriculum
'Why do all regimes make their young study some history in school? Not to understand society and how it changes, but to approve of it, to be proud of it, to be or become good citizens.' (British historian Eric Hobsbawn, 'To see the future, look at the past', The Guardian, 7 June 1997).
This raises the question of what values politicians want citizens to a acquire from studying history at school. This has recently become a controversial issue in England, since the government has stated that all teachers must promote ‘Fundamental British Values’ in schools. But what values should these be, and is the job of school history to transmit or examine such values?
12.00–13.30 Sessions 11 and 12: The importance of truth and information literacy in school history
What can history teachers do to prevent young people being taken in by ‘bad history’, and unethical contemporary appeals to their reasons and emotions. There is a lot of evidence to suggest that many people are ‘easily led’, and some have argued that this is part of the current crises facing many liberal democracies. This session provides resources that may help pupils to develop more sophisticated skills of information literacy, and to get them to appreciate and value the importance of truth to society
Please register to seminars here. Registration is open until 18 February.
More information: Mare Oja