出版社：The South African Society for History Teaching (SASHT)
摘要：Recent international research has made it clear that empirical educational research and investigations of individual subject didactics are paying increasing attention to the quality of History teachers. History didactics is now attempting to answer one of the key questions about the professionalization of History teachers: How does expertise arise from knowledge and what does it take to teach History well and effectively? This contribution presents the Heidelberg Model for Competence in History Teaching (Heidelberger Geschichtslehrerkompetenzmodell: HeiGeKo) in an attempt to initiate an international discussion about domain-specific profiling of professional conduct in History teaching from theoretical, research methodological, and pragmatic perspectives.
其他摘要：Recent international research has made it clear that empirical educational research and investigations of individual subject didactics are paying increasing attention to the quality of History teachers. History didactics is now attempting to answer one of the key questions about the professionalization of History teachers: How does expertise arise from knowledge and what does it take to teach History well and effectively? This contribution presents the Heidelberg Model for Competence in History Teaching (Heidelberger Geschichtslehrerkompetenzmodell: HeiGeKo) in an attempt to initiate an international discussion about domain-specific profiling of professional conduct in History teaching from theoretical, research methodological, and pragmatic perspectives.
关键词：History Teachers as Educators; Competencies; Knowledge and Expertise; History Education.
其他关键词：History Teachers as Educators;Competencies;Knowledge and Expertise;History Education
