History teaching and didactics in schools need to be rethought and updated to cope with the new multicultural and fluid context of contemporary society; an important work in this regard is the survey The Education of History Teachers in Europe-A Comparative Study. First Results of the “Civic and History Education Study,” A. Ecker, 2018, which identifies the various current issues and proposes how and where to intervene.
Use it as a basic reference and make use, if possible, of the texts cited in the text with particular attention to these paragraphs but it is not necessary to include all the examples and case studies as these pages that require you introduce the case study I intend to talk about: public history practices in schools as a possible solution to some of the problems identified in the survey (it is not necessary to talk about it, I write it to contextualize).
In the survey, the most relevant parts (besides the introduction) are:- The relevance of “historical consciousness” and “historical culture”
– Knowledge Management of the Subject(s): The Changing Role of School Subject “History” and “Civic Education” in the Era of “Accelerated Cultural Change”
– Examples for the Education and Training of Second-Order Concepts of Historical Thinking and Learning
Concepts of history teaching for living in diverse societies: multicultural, linguistic and gender aspects
– Examples for the Education and Training of the Teacher’s Skills: Subject Methodology, Didactic Skills, Social, Communicative, Reflective Skills, Training of Skills for Active Citizenship