R.W. Sandwell is an associate professor in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education, University of Toronto.Amy von Heyking is an associate professor in the Faculty of Education at the University of Lethbridge.

‘Becoming a History Teacher is an excellent book …. Ruth Sandwell and Amy von Heyking have made a compelling argument about the general failure of history departments in Canada to teach their undergraduates how to think historically.’- Adam Chapnick (Canadian Historical Review vol 96:02:2015) ‘The book offers practical illustrations on how to best learn and cultivate historical thinking in schools…Rich in information, I know how I would incorporate some of the book’s ideas into my own work…This book will have an impact.’- Paul Zanazanian (Historical Studies in Education Spring 2016)

• PART I: IntroductionChapter 1. Introduction (Ruth Sandwell and Amy von Heyking)Chapter 2. Moving from the Periphery to the Core: The Possibilities for Professional Learning Communities in History Teacher Education (Alan Sears)Chapter 3. “The Teacher is the Keystone of the Educational Arch”: A Century and a Half of Lifelong Teacher Education in Canada (Penney Clark)Chapter 4. The Poverty and Possibility of Historical Thinking: An Overview of Recent Research into History Teacher Education (Scott A. Pollock)PART II: Nurturing Historical Thinking Before Entering Teacher Education ProgramChapter 5. On Historians and their Audiences: An Argument for Teaching (and not just writing) History (Ruth W. Sandwell)Chapter 6. Canadian History for Teachers: Integrating Content and Pedagogy in Teacher Education (Amy von Heyking)PART III: History and Social Studies’ Teacher Education Programs in CanadaResearch and ReflectionChapter 7. What is the Use of the Past for Future Teachers? A Snapshot of Francophone Student Teachers in Ontario and QuÉbec Universities (StÉphane LÉvesque)Chapter 8. Through the Looking Glass: An Overview of the Theoretical Foundations of Quebec’s History Curriculum (Catherine Duquette)Chapter 9. Troubling Compromises: Historical Thinking in a One-Year Secondary Teacher Education Program (Peter Seixas and Graeme Webber)Chapter 10. Engaging Teacher Education Through a Re-writing That History We Have Already Learned (Kent den Heyer)Chapter 11. “Walking the Talk”: Modeling the Pedagogy We Preach in History and Social Studies Methodology Courses (Roland Case and Genie MacLeod)Strategies and PracticesChapter 12. Teaching Student Teachers to Use Primary Sources When Teaching History (Lindsay Gibson)Chapter 13. Learning to Learn in New Brunswick Teacher Preparation: Historical Research as a Vehicle for Cultivating Historical Thinking in the Context of Social Studiesducation (Theodore Christou)Chapter 14 When In Doubt, Ask: Student Teacher Insights into Research and Practice (John J C Myers)PART IV: Boundary Work: Sustaining Communities of PracticeResearch and ReflectionsChapter 15. Can Teacher Education Programs Learn Something from Teacher Professional Development Initiatives? (Carla L. Peck)Chapter 16. On the Museum as a Practiced Place: or, Reconsidering Museums and History Education (Brenda Trofanenko)Strategies and PracticesChapter 17. Teaching History Teachers in the Classroom (Jan Haskings-Winner)Chapter 18. Engendering Power and Legitimation: Giving Teachers the Tools to Claim a Place for History Education in their Schools (Rose Fine-Meyer)Chapter 19. Telling the Stories of the Nikkei: A Place-based History Education Project (Terry Taylor and Linda Farr Darling)Chapter 20. Conclusion (Amy von Heyking and Ruth Sandwell)BibliographyList of ContributorsEndnotes