- Bridges the gap between theory and practice in the classroom.
- Provides current and effective support for pre-service teachers in Australia.
- Introduces the discipline of History and its particular skills, knowledges, curriculum context and pedagogical approaches by drawing on research and teacher practices.
About the authors
- Heather Sharp, University of Newcastle, New South Wales
Dr Heather Sharp is an associate professor in the School of Education, University of Newcastle. With a background as a high school History and HSIE/SOSE teacher, she has taught across curriculum courses for over a decade. Heather is a founding member of the HERMES research group. She is co-convenor of the Tertiary History Educators’ Association, History Network for Teachers and Researchers, and the Special Issues Editor of Historical Encounters Journal. Heather’s research investigates historical representations in school curriculum, particularly around topics of significance to a nation’s history. She is currently part of a research group investigating historical and moral consciousness.
- Jonathon Dallimore, University of New South Wales, Sydney
Jonathon Dallimore has been teaching History for 15 years and is currently working as the Professional Officer for the History Teachers’ Association of New South Wales. He has written extensively for the junior and senior History courses in New South Wales including books on Russia and the USSR, Indochina, the Great War and the Civil Rights Movement. Jonathon also teaches history method at the University of New South Wales in Sydney and the University of Wollongong.
- Alison Bedford, University of Southern Queensland
Alison Bedford has taught Modern History for more than a decade and has served as a review panel chair for the QCAA. She holds a PhD in English Literature and lectures in secondary History curriculum and pedagogy at the University of Southern Queensland, preparing the next generation of History teachers. Alison’s teaching and research interests centre on student-led inquiry and fostering independence and critical thinking skills in young historians. She is the founder of a local History teaching network, which aims to support teachers in making History a rigorous and an exciting academic experience.
- Martin Kerby, University of Southern Queensland
Martin Kerby is an Associate Professor (Curriculum and Pedagogy) at the University of Southern Queensland, Australia. He has received numerous awards and grants including Queensland ANZAC Centenary Grants (2014 and 2017), and a federal ANZAC Centenary Arts and Culture Fund grant (2015). In 2018, Kerby was awarded a Fellowship at the State Library of Queensland to undertake a project titled ‘A War Imagined: Queenslanders and the Great War’. In 2020, he was awarded a place on the Gandel Holocaust Studies Program for Australian Educators in Jerusalem. Dr Kerby also co-curated an exhibition titled ‘The Kangaroo and the Eagle: Allies in War and Peace 1908–2018’, which was shown at the Pentagon in 2021.
- James Goulding, University of Sydney
Dr James Goulding began his career as a secondary History teacher in New South Wales, before moving to teach History curriculum and Educational Psychology at the University of Sydney. James has published in both Australian and international journals, and is the author of several book chapters on History curriculum. James also serves as a journal editor for the History Teachers Association of New South Wakes. James’s current research interests include critical thinking and website evaluation.
- Treesa Clare Heath, University of Newcastle, New South Wales
Treesa Heath is a Kamilaroi woman and sessional academic at the University of Newcastle with a background in teaching, researching and consulting with schools and research centres in Aboriginal and Torres Strait Islander education and research. She works between her Aboriginal community affiliations and the education sector to provide insights into the educational experiences of Aboriginal and Torres Strait Islander peoples and communities. Treesa has taught in Aboriginal education, Aboriginal studies, sociology and psychology of education, literacy, preparatory higher education enabling, and education foundations. She is currently completing her PhD into how Australia’s current Indigenous education research may benefit Aboriginal and Torres Strait Islander peoples and communities.
- Darius von Güttner, University of Melbourne
Dr Darius von Güttner is a Principal Research Fellow in the School of Historical and Philosophical Studies at the University of Melbourne. He is an award-winning historian whose work concentrates on cultural aspects of European history and on transmission of ideas. His professional experience combines teaching at tertiary and secondary levels in Australia and overseas. He taught History subjects, including senior humanities teacher education courses. Among his books are The French Revolution (Nelson Cengage) and HTAV’s French Revolution Study and Exam Guide.
- Louise Zarmati, University of Tasmania
Louise Zarmati has had a varied career as a teacher, museum educator and an archaeologist. She completed her teaching qualifications at the University of Sydney, has a master’s degree in Archaeology, Heritage and Museums from University of Cambridge, and a PhD in History education from Deakin University. Louise worked as a classroom History teacher in New South Wales for twenty years and is the author of several textbooks and research articles on history, archaeology, curriculum and pedagogy. She is a lecturer in Humanities and Social Sciences in the School of Education at the University of Tasmania.