Historical Consciousness within Teacher Education

This collection examines the emerging interdisciplinary possibilities at the intersection of the history of education, teacher education and professional practice, responding to the urgent need to confront the influence of neoliberalism on teacher training across Europe and beyond. Building on collaborative work undertaken in Italy, Spain, Turkey and England, it argues that historical consciousness can challenge hegemonic narratives within contemporary teacher education policy and practice. Demonstrating how faculty-based and school-centred training contexts can harness historical consciousness to foster critical, value-based professional agency, chapters present original qualitative research, including stakeholder narratives from academics, teacher educators and trainee teachers. The volume introduces new interdisciplinary methodologies, highlights the risks posed by the erasure of historical narratives in school-led training systems and showcases practical examples of course design, pedagogical innovation and collaborative inquiry that support socially just, inclusive and pluralistic teacher education practices. Historical Consciousness within Teacher Education is written for scholars of education, history of education specialists, university and school-based teacher educators, policymakers and postgraduate or trainee teachers seeking to understand how historical consciousness can strengthen criticality and ethical professionalism in an increasingly neoliberal landscape.

Nick Mead is Associate Lecturer in Education at Oxford Brookes University, UK.

Part One Introduction: Historical consciousness speaking truth to power Nick Mead Part Two - Interdisciplinary synergies within European university faculties of education Chapter One: Educating from creative resistance: Arts education and historical consciousness in teacher training in the face of neoliberal curricula, Vicente Blanco & Salvador Cidras Chapter Two: Historical consciousness and pedagogy of place in teacher education, Eugenio Otero-Urtaza Chapter Three: How to strengthen primary teachers' awareness of their professional role spanning history and autobiographical memory Gianfranco Bandini & Chiara Martinelli. Chapter Four: Training teachers through memories: historical consciousness in teacher education, Luca Bravi & Stefano Oliviero Chapter Five: Will the UK Government's Initial Teacher Training Market Review Report provide the catalyst for a renewed values-based dialectic in teacher education? Nick Mead Part Three - Interdisciplinary synergies within school-centred teacher training in England Chapter Six: Can research contribute to the development of historical and critical consciousness through narrative in school-centred teacher training ? Nick Mead Chapter Seven: Is there evidence in school centred initial teacher training of synergies between provider and trainee narratives of historical consciousness which can challenge neoliberal policy? Nick Mead with Chloe Hindmarsh, Simon Parton, Helen Angell, Ruth Argyle, Gemma Molyneux, Michelle Moxham, Treena Philpotts and Rebecca Turner-Loisel Part Four: Conclusion: Interdisciplinary synergies of hope for teacher educators and pre- and in-service teachers Chapter Eight: Interdisciplinary synergies of hope sustaining individual teachers in their work Ece Cihan Ertem & Nick Mead