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Geschichtsdidaktische Perspektiven auf die Geschichte des 20. und 21. Jahrhunderts
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The successful connection between content knowledge, pedagogical content knowledge and pedagogical knowledge is considered a parameter for success in teacher education. In recent years, history didactics has also dealt intensively with the question of how the relationship between these three facets should be aligned for the various phases of history teacher education. However, one focus to date has been on the interplay between educational sciences and history didactics. This anthology, on the other hand, attempts to bring historical science and history didactics into a more intensive dialogue. To achieve this, various scholars specializing in modern and contemporary history contribute articles that are commented on by history didacticists. The volume covers various topics, including global history, but also the history of Northern and Eastern Europe or queer history. Likewise, a view into practical museum work is opened up. The resulting dialogue shows that the various subdisciplines of historical scholarship can benefit enormously from an exchange with each other.
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Keywords
- Contemporary History
- content knowledge
- Fachdidaktik
- Fachwissenschaft
- Geschichtsdidaktik
- Geschichtswissenschaft
- History
- History education
- Hochschule
- Modern History
- Neuere Geschichte
- Pedagogical Content Knowledge
- School
- Schule
- thema EDItEUR::3 Time period qualifiers::3M c 1500 onwards to present day::3MP 20th century, c 1900 to c 1999
- thema EDItEUR::3 Time period qualifiers::3M c 1500 onwards to present day::3MR 21st century, c 2000 to c 2100
- thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject
- thema EDItEUR::N History and Archaeology::NH History::NHT History: specific events and topics::NHTB Social and cultural history
- university
- Verzahnung
- Zeitgeschichte
Links
DOI: 10.38072/2703-0784/v3Editions