ABSTRACT
In learning to teach history, the trainee teacher will experience a range of concerns, which change over the course of the training year; some are general to trainees of all subjects, others are specifically related to history and will differ from one person to another. This book attempts to offer guidance towards meeting the subject-specific concerns that surface during the course of the year. Also important is the work of practising teachers who also have experience of working as mentors with trainees.
