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Future Teachers and Historical Habits of Mind: A Pedagogical Case Study
Published online by Cambridge University Press: 20 January 2017
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For the past ten years, I have taught the Roots of Urban Education, a graduate-level course for preservice art teachers and librarians, and have used the course as a pedagogical case study to help improve my teaching. Given that this is the only history course students in the teacher education program are required to take, the course emphasizes depth over breadth through a place-based study of schooling during key reform eras in twentieth-century New York City. I documented, analyzed, and revised my teaching, with special focus on my expectation that students would develop historical habits of mind and that such competencies would be relevant for future teachers.
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References
1 Shulman, Lee S., “Signature Pedagogies in the Professions,” Dœdalus 134, no. 3 (Summer 2005): 52–59; Shulman, Lee S., “Pedagogies of Uncertainty,” Liberal Learning 91, no. 2 (Spring 2005): 18–25. For general sources about the scholarship of teaching and learning, see Boyer, Ernest L., Scholarship Reconsidered: Priorities of the Professoriate (Princeton, NJ: Carnegie Foundation for the Advancement of Teaching, 1990); Pat Hutchings, ed., The Course Portfolio: How Faculty Can Examine Their Teaching to Advance Practice and Improve Student Learning (Washington, DC: American Association for Higher Education, 1998); Pat Hutchings, ed., Opening Lines: Approaches to the Scholarship of Teaching and Learning (Menlo Park, CA: Carnegie Foundation for the Advancement of Teaching, 2000); Haber, Mary Taylor and Hutchings, Pat, The Advancement of Learning: Building the Teaching Commons (San Francisco, CA: Jossey-Bass, 2005); Hutchings, Pat, Huber, Mary Taylor, and Ciccone, Anthony, The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact (San Francisco, CA: Jossey-Bass, 2011); and McKinney, Kathleen and Chick, Nancy L., The Scholarship of Teaching and Learning In and Across the Disciplines (Bloomington: Indiana University Press, 2013).Google Scholar
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