ABSTRACT
The majority of trainee teachers learning to teach in secondary schools follow a one-year Postgraduate Certificate in Education (PGCE) course. The majority of secondary PGCE courses now offer up to 60 Masters level credits. Alongside this development for initial teacher education, a Masters in Teaching and Learning is being developed by the Training and Development Agency for Schools (TDA) which is designed to support the professional development of serving teachers in schools. Studying at Masters level requires trainee teachers to cover some issues in depth. This book, which covers many of these issues, provides a very useful resource to enable professionals to start developing a deeper understanding of important matters. This book will also be of use to more experienced professionals and others. The authors of this book wish to help teachers to reflect on the issues identified in order to reach their own considered judgement, so that they can discuss and argue their point of view and relate their professional work to key debates. The sort of history teacher that people are now and will become in the future will depend very much on their approach to the topics discussed in this book.
