2020

In this imagined future, a jaded and anxious history teacher takes her fourteen-year-old students on a virtual visit back to 2020. Along the way, 1984 keeps surfacing. The references are both explicit and implicit: the protagonist’s name is Win and her off-stage other half is Julia; the first and last lines are a play on Orwell’s oft-cited opening sentence; and Ari is a fan of David Bowie’s 1984-themed Diamond Dogs album. But whereas Orwell (and Bowie) saw a dystopian future devoid of privacy, Win, Ari, and Jay inhabit a world where Orwell’s vision isn’t an imagined future but a nightmarish past. As a result, however, they have to struggle with issues of trust and vulnerability.

Peranan Guru Sejarah dalam Pemahaman Wawasan Kebangsaan pada Siswa Kelas XI IPS 1 SMA Negeri 12 Sijunjung

Instilling national values in schools is one of the efforts to shape student into citizens with character, because education can prepare the youger generation to play a role in the life of the nation in the future. However, in reality, students are still found in schools who do not understand ther country and nation. Thmselves and lack discipline. Phenomena that occur in schools, are still found by students who are late for the ceremony. National insight becomes important to be delevoped, because the sense of nationality as a manifestation of a sense of love for the homeland, in turn raises our awareness of the value and value of a sense of unity and nationality. So the conclusion that the researcher can convey is that the role of the history teache understanding national insightis very important and the history teacher can explain to students in clas XI IPS 1, and the role of the teacher is clearly visible after the researcher conducted interviews with students with a lot of knowledge about it, so the final conclusion that researchers got was that the role of history teachers was important in understanding national insight

Práticas educativas no ensino de História sobre Judeus/Judaísmo

The theme about Jewish immigration in Brazil gains relevance from the work of the History teacher with themes directly linked to the way of life, adaptation and the result of power relations exercised by the descendents of Jews settled in the city of Ponta Grossa-PR. The educational practices that underlie the teaching of History depend on the historian's ability to contextualize and make references to other themes of interest, in order to allow the student, when inserted in the context, to make readings according to the content of the proposed activities. In a second moment, subthemes such as identity, memory, religion and politics are approached, which interfere in the ways of acceptance by society about historical facts and/or perceptions around the identity of the Jewish community of immigrants and expatriates in Brazil. O tema da imigração judaica no Brasil ganha relevância com o trabalho do professor de História com temas directamente ligados ao modo de vida, adaptação e resultado das relações de poder exercidas pelos descendentes dos judeus instalados na cidade de Ponta Grossa-PR. As práticas educativas subjacentes ao ensino da História dependem da capacidade do historiador de contextualizar e fazer referências a outros temas de interesse, de modo a permitir ao aluno, quando inserido no contexto, fazer leituras de acordo com o conteúdo das actividades propostas. Num segundo momento, são abordados subtemas como identidade, memória, religião e política, que interferem nas formas de aceitação pela sociedade sobre factos históricos e/ou percepções em torno da identidade da comunidade judaica de imigrantes e expatriados no Brasil.

Socio Cultural Approach as a Modern Direction of Teacher Training

This article describes the socio-cultural potential of the historical training of future history teachers and the possibility of using it in history lessons in secondary school. It was also noted that a history teacher should have socio-cultural competence to form students ' historical worldview, a sense of tolerance for social and cultural differences, respect and attentive attitude to historical heritage and cultural traditions. The main directions of the formation of the socio-cultural competence of the history teacher are developed.

History Teacher Candidates’ Evaluation of Their Undergraduate Programs

The aim of this research is to reveal the thoughts on the history program of the teacher candidates who have recently graduated from the history teaching undergraduate program. In this research, a case study model from qualitative research methods was adopted. The study group of this research consisted of 49 teacher candidates, 18 female and 31 male. The teacher candidates were senior students to graduate at the end of the 2019-2020 academic year, and they were selected from education faculties at three state universities. Within the framework of this study, an easily attainable method was adopted in the selection of universities and faculties, and the criterion sampling, a purposeful sampling method, was used while choosing the study group. The data of the study were collected via e-mail correspondence with a questionnaire consisting of open-ended questions created by the researcher. The data obtained from the study group were analyzed using descriptive analysis. When the results of the study are evaluated in general, it could be stated that the history teacher candidates in the study group mostly have positive opinions about their undergraduate education. However, teacher candidates expressed that the course contents were very theoretical and added that the number of practical courses should be increased.

PROFESSIONAL DEVELOPMENT OF A HISTORY TEACHER IN THE CONTEXT OF IMPLEMENTATION OF THE CONCEPT OF THE NEW UKRAINIAN SCHOOL

Socio-political, economic and cultural changes in recent decades, multiplied by the deep social crisis that has engulfed the modern world, have affected not only production and political processes but also education. These new external and internal factors cause the need to adjust the existing conceptual foundations of training teachers to work in the New Ukrainian school, which determines the topicality of our study. The article analyzes the theoretical and methodological aspects of the professional development of a history teacher and their reflection in the semantic, operational and contextual components of the qualification component of the pedagogical skills of the New Ukrainian School teacher. The concept of “New Ukrainian School” is described as a key reform of the Ministry of Education and Science of Ukraine and the state educational policy of Ukraine on quality assurance of education is analyzed. It was found that according to the State Standard basic platform for the formation of the integral image of the pedagogical skills NUS teacher is formed by fourteen core competence. It creates a perfect image of the teacher. It is established that in the theory the teacher professionalism is defined as a specific psychological and personal production, characterized by professional competence and the ability to perform creatively professional tasks. The specification of cognitive-technological qualities are necessary for mastering the historical sciences is given, which in its content and form is based on the dual mechanism of mastering historical material in the direction from the knowledge of the historical fact to awareness of it as a part of one's own life. It is substantiated that the leading role in the teacher’s professional development is in his ability to innovate, components of which are a clear motivation and meaningful innovative position, the ability not only to join innovation processes but also to be the initiator. According to the results of the study, the updated functional component of the professional activity of the New Ukrainian School teacher directs his professional evolution towards the modernization of the established general education model and causes reinterpretation of its place and role in the native education environment.

On the issue the formation and development of professional competencies of a student - a future history teacher

The article considers the urgent problem of modern higher pedagogical education related to the formation and development of professional competencies of a future teacher. The purpose of the article is to identify, on the basis of analysis of federal state educational standards of higher education, as well as own pedagogical experience of the professional competencies of a future history teacher, which are necessary to improve the quality of teacher training in the process of educational and extracurricular work at a university. The article presents various interpretations of the concept of professional competencies of a teacher presented by both domestic and foreign researchers. Based on the analysis of professional tasks and activities declared in the Federal State Educational Standard of Higher Professional Education and Higher Professional Education (2011, 2014, 2016, 2018). Five professional competencies of a history teacher have been identified. They are included in the curricula and working curricula for the disciplines of the subject preparation of the bachelor's degree (profile History and Social Studies): Methods of teaching and upbringing in historical education, Use of information and communication technologies in teaching history, Game technologies in teaching and upbringing, "Pedagogical workshops" as additional to the general professional competencies contained in the federal state educational standard of higher education. The formation of professional competencies of future history teachers is carried out as part of the students' academic work, and their development and practical application in the process of extracurricular work. The professional competencies of the teacher are characterized by his level of professional training, his attitude to work, to himself and affect the effectiveness of the implementation of educational and educational work in school.