History Didactics I
Objectives
- Relating History as a science to History as a course.
- Analysing official documents - National Curriculum of Primary Education (1st and 2nd cycles) and Lower Secondary Education (3rd cycle) and Upper Secondary Education, History syllabuses and Teaching Objectives in History and how they relate to classroom work.
- Developing different teaching methods, adapted to the syllabuses and essential competences/skills to the course, to school and student diversity, as well as the allotted weekly contact hours.
- Developing analytical and critical thinking on methodologies, resources and lesson plans.
- Development of different types of materials
General characterization
Code
722160053
Credits
10.0
Responsible teacher
Raquel Pereira Henriques
Hours
Weekly - 3
Total - 280
Teaching language
Portuguese
Prerequisites
Available soon
Bibliography
BARCA, Isabel (Org.) (2004). Para uma Educação Histórica de Qualidade, Actas das IV Jornadas Internacionais de Educação Histórica. Braga: Universidade do Minho.
DUSSEL, Inés (2020). The Shifting Boundaries of School Subjects in Contemporary Curriculum Reforms. Zeitschrift für Pädagogik. Ausgabe 5, 24, pp. 666-689.
Ensino de qualidade na disciplina de História no século XXI – princípios e linhas orientadoras (2018). Estrasburgo: Conselho da Europa.
GÓMEZ CARRASCO, Cosme Jesús (Edit.) (2023). Re-imagining the Teaching of European History. Promoting Civic Education and Historical Consciousness. New York: Routledge.
HENRIQUES, Raquel Pereira (2010). Discursos legais e práticas educativas. Ser professor e ensinar História (1947-1974). Lisboa: Fundação Calouste Gulbenkian/Fundação para a Ciência e a Tecnologia.
ICFE (International Commission on the Futures of Education) (2021). Remaining our futures together. A new social contract for education. UNESCO.
LEE, Peter (1984). Why Learn History? In Dickinson, A. & Lee, P. & Rogers, P. (Eds.), Learning History (pp. 3-19). Londres: Heinemann.
NÓVOA, António (2009). Professores. Imagens do futuro presente. Lisboa: Educa.
PERRENOUD, Philippe (2001). Porquê construir competências a partir da escola? Porto: Edições ASA.
ROLDÃO, Maria do Céu (2010). Estratégias de ensino: o saber e o agir do professor. V. N. Gaia: Fundação Manuel Leão.
ROLDÃO, Maria do Céu; PERALTA, Helena; MARTINS, Isabel P. (2017). Currículo do ensino básico e secundário para a construção de aprendizagens essenciais baseadas no perfil dos alunos. Lisboa: Ministério da Educação.
SIMÃO, Ana M. Veiga; SILVA, Adelina Lopes da; SÁ, Isabel (Org.) (2007). Auto-regulação da aprendizagem. Das concepções às práticas. Lisboa: Educa.
SMITH, Neil (2010). History teacher's handbook. Great Britain: Continuum International Publishing Group.
TRINDADE, Rui (2002). Experiências educativas e situações de aprendizagem – novas práticas pedagógicas. Porto: Edições ASA.
Teaching method
Lectures (50%) and tutorials (50%). Tutorials consist of:
- Critical analysis of theoretical information, laws and teaching materials
- Individual and/or group problem solving
- Development of lesson plans and required teaching materials
Evaluation method
Classroom work (20%).
Two individual works with theoretical and practical components - methodology and relevant materials to be used in a teaching context (35% and 45%).
Subject matter
1. From history to the teaching of History
- Formative dimension of History
2. Developing essential competences/skills in History
3. How History is included in the national curriculum - History syllabuses in lower secondary education and upper secondary education
4. History teaching methodologies
- Learning progress - knowledge and working methods
- Activities and resources adapted to different scientific contents
- Analysis of some textbooks
5. Analytical thinking on different types of materials (resources and lesson plans)
Programs
Programs where the course is taught: