Beschreibung
How do students learn to act and think like historians? Historians from three continents report and reflect on the conditions, forms and results of teaching history in higher education. Wie finden Studierende in das geschichtswissenschaftliche Denken und Arbeiten hinein? HistorikerInnen von drei Kontinenten berichten über Voraussetzungen, Formen und Erträge ihrer Lehre.
Autorenportrait
Aline Breuer was a student of history at the University of Mainz at the time this contribution was written. She worked as research assistant in the project that provided the data for this publication. In the meantime, she has started a Ph.D. thesis on Soviet Cinema. Peter D'Sena is a Learning and Teaching Specialist at the University of Hertfordshire, UK and a Senior Research Fellow at the Institute of Historical Research, London. After fifteen years as a schoolteacher he spent twenty years in universities as a history teacher-educator and, ultimately, as a head of department. Later, as Discipline Lead for History at the Higher Education Academy, he coordinated and led UK-wide projects and publications on teaching and learning in history across the university sector. His research and publications have embraced work on crime in eighteenth-century London, cultural diversity and the global dimension in history education, and the Brown Atlantic. Dennis (Denny) Frey Jr. is an Associate Professor of History at Lasell College. His research interests are focused on southwest Germany (Swabia) during the eighteenth and early nineteenth centuries. His recent publications include "'Alles Geld gehet immer auf.': Money in an Emerging Consumer & Cash Economy, Göppingen (1735 - 1860)," in Money in the German-speaking Lands (Spektrum Series Book 17), edited by Mary Lindemann and Jared C. Poley (New York: Berghahn Books, 2017) and "Canaries & Pigeons on the Threshold: An Eighteenth-Century Case Study of Liminal Animal Lives in a Southwest German Hometown," in Animal History and the Modern City: Exploring Liminality, edited by Clemens Wischermann, Aline Steinbrecher, and Philip Howell (London: Bloomsbury Publishing, forthcoming 2018). Andreas Frings is senior lecturer at the Department of History at the University of Mainz and responsible for the organisation, communication and coordination of teaching and courses in history. His research interests include the didactics of history teaching at university level. His recent publications include Geschichte als Wissenschaft lehren: Theorieorientierung im Studieneinstieg, (Schwalbach/Ts.: Wochenschau Verlag, 2016). KG Hammarlund is Senior Lecturer and Subject Leader in History Education at Halmstad University, Sweden. His research interests include epistemological issues of history teaching and learning in secondary and higher education. Recent publications include "Continuous Assessment of Historical Knowledge and Competence: Challenges, Pitfalls, and Possibilities" in Enriching History Teaching and Learning: Challenges, Possibilities, Practice, edited by David Ludvigsson & Alan Booth (2015) and "Teaching History in a multicultural society - Trends and tendencies in Nordic schools," Nordicum-Mediterraneum 10:2 (2015). Richard A. Hawkins is Reader in History in the Department of History, Politics and War Studies at the University of Wolverhampton. His current research interests include work place learning and the role of Big Data in research and teaching. His publications include "Promoting the digital literacy of undergraduate historians using digitised historic newspapers," Student Engagement in Higher Education Journal 1:1 (2016) and the chapter "The Use of Big Data in Historical Research" in Big Data in the Arts and Humanities: Theory and Practice, edited by Giovanni Schiuma and Daniela Carlucci (Boca Raton: CRC Press, 2018). Diana Jeater is a member of the history department at the University of Liverpool and Emeritus Professor of African History at UWE, Bristol. At UWE she developed a pedagogy for preparing undergraduate students for dissertation work, based in reflective hands-on experience for each of the distinct skills involved in historical research. At Liverpool, she is leading a project to embed reflective practice and employability awareness into the teaching of history, modern languages, politics and archaeology. When not busy developing ways to nurture underg
