Peter Gautschi(editor)
Peter Gautschi, Dr. phil. (*1959), Professor für Geschichtsdidaktik, Leiter des Zentrums Geschichtsdidaktik und Erinnerungskulturen der PH Luzern. Unterricht auf allen Volksschulstufen. Seit 1989 in der Lehrerbildung, u.a. als Leiter Ausbildung der PH Aargau. Mitarbeit in Kommissionen, u.a. seit 2006 im Wissenschaftlichen Ausschuss des Georg Eckert-Instituts in Braunschweig. Mitherausgeber von geschichtsdidaktischen Reihen im Wochenschau Verlag. Regelmässig Publikationen, verschiedene Auszeichnungen. Peter Gautschi, PhD (*1959), Professor for Teaching and Learning History at the University of Teacher Education Lucerne; Honorary Professor at the University of Teacher Education Freiburg / Germany; Head of the Centre for Teaching and Learning History and Remembering the Past. Main Focus of Research: Teaching and Learning History in Classes; History Text Books and Media; Teaching the 20th Century. Peter Gautschi also was Vice Rector at the University of Teacher Education Nord-Western Switzerland.Peter Gautschi, Dr. phil. (*1959), Professor für Geschichtsdidaktik, Leiter des Zentrums Geschichtsdidaktik und Erinnerungskulturen der PH Luzern. Unterricht auf allen Volksschulstufen. Seit 1989 in der Lehrerbildung, u.a. als Leiter Ausbildung der PH Aargau. Mitarbeit in Kommissionen, u.a. seit 2006 im Wissenschaftlichen Ausschuss des Georg Eckert-Instituts in Braunschweig. Mitherausgeber von geschichtsdidaktischen Reihen im Wochenschau Verlag. Regelmässig Publikationen, verschiedene Auszeichnungen. Peter Gautschi, PhD (*1959), Professor for Teaching and Learning History at the University of Teacher Education Lucerne; Honorary Professor at the University of Teacher Education Freiburg / Germany; Head of the Centre for Teaching and Learning History and Remembering the Past. Main Focus of Research: Teaching and Learning History in Classes; History Text Books and Media; Teaching the 20th Century. Peter Gautschi also was Vice Rector at the University of Teacher Education Nord-Western Switzerland.
En çok satan kitaplar
Aynı yazar tarafından yazılan bu kitaplara da ilgi duyabilirsiniz.
Peter Gautschi, Dr. phil. (*1959), Professor für Geschichtsdidaktik, Leiter des Zentrums Geschichtsdidaktik und Erinnerungskulturen der PH Luzern. Unterricht auf allen Volksschulstufen. Seit 1989 in der Lehrerbildung, u.a. als Leiter Ausbildung der PH Aargau. Mitarbeit in Kommissionen, u.a. seit 2006 im Wissenschaftlichen Ausschuss des Georg Eckert-Instituts in Braunschweig. Mitherausgeber von geschichtsdidaktischen Reihen im Wochenschau Verlag. Regelmässig Publikationen, verschiedene Auszeichnungen. Peter Gautschi, PhD (*1959), Professor for Teaching and Learning History at the University of Teacher Education Lucerne; Honorary Professor at the University of Teacher Education Freiburg / Germany; Head of the Centre for Teaching and Learning History and Remembering the Past. Main Focus of Research: Teaching and Learning History in Classes; History Text Books and Media; Teaching the 20th Century. Peter Gautschi also was Vice Rector at the University of Teacher Education Nord-Western Switzerland.
En popüler
The Cold War in the Classroom: International Perspectives on Textbooks and Memory Practices
This book is open access under a CC BY 4.0 license. This book explores how the socially disputed period of the Cold War is remembered in today’s history classroom. Applying a diverse set of methodological strategies, the authors map the dividing lines in and between memory cultures across the globe, paying special attention to the impact the crisis-driven age of our present has on images of the past. Authors analysing educational media point to ambivalence, vagueness and contradictions in textbook narratives understood to be echoes of societal and academic controversies. Others focus on teachers and the history classroom, showing how unresolved political issues create tensions in history education. They render visible how teachers struggle to handle these challenges by pretending that what they do is ‘just history’. The contributions to this book unveil how teachers, backgrounding the political inherent in all memory practices, often nourish the illusion that the history in which they are engaged is all about addressing the past with a reflexive and disciplined approach.
