The Conference
Fees & Registration
Key Dates, The Conference Timetable and Programme
Previous Conferences

Sessions, Strands and Presentations

The conference is organised in 120 minute sessions, each with up to three parallel strands. Each strand can consist of two 60 minute half strands.

Strand Presentations

Presentations can take many forms, including:

Book Launches Brainstorming Debates
Demonstrations Discussions Drama
Investigations Lectures Panels
Performances Project Reports Project Planning
Research History Ed. Role Plays Roundtables
HERJ publishing seminar Seminars Simulations
Talks Tutorials Webinars
Student Research Support Workshops
  • Additionally, Delegate Created sessions might be organised differently.
  • The programme includes time in each session for questions, discussion and debate
  • Also, we allow ample social time before, between and after sessions

Delegate created and run sessions and workshops

Delegates can create, organise and manage sessions on topics of their own choice and workshops. These presentations can be for 60 or 120 minute


  • Paper Sessions
    Allow up to 20 minutes per presentation with three or four presentations in a session.
    Speakers and the session chair organize each session as they think fit to allow time for questions, discussion, reflection and debate.
    Workshops and delegate created presentations
    Last 60 or 120 minutes according to the wishes of the presenters. They present, organise and manage them as they wish.
    Other Sessions: Debates, Discussions & Open Meetings: Round Tables: Seminar: Symposia: Book & Project Presentations: Round tables: Seminar: Symposia
    Session organisers decide upon how they want to run their sessions, including timing of presentations

Conference Submissions: proposals with abstract

  • The conference programme is based upon submitted abstracts.
    So, please submit an abstract as indicated below with your submission.
  • We will respond if possible to submissions and their abstracts within two weeks of receipt, either acceptance or rejection.
  • On acceptance of your submission for a presentation at the conference you can register immediately by clicking on the Register Now link below.
Register Now

Conference abstract submissions should include the following:

  1. Full name
  2. Affiliation
  3. Postal address, State/Province/County/Country
  4. Email Address
  5. Co Presenters
  6. Conference Theme and Topic
  7. Type of session: paper/round table/seminar/debate/discussion/workshop or delegate
  8. Title of proposed presentation
  9. Keywords: up to ten key words
  10. Abstract of between 200 and 300 words Please include:
  • The main points in the argument
  • The geographical location of the research
  • Brief outline of the research methodology
  • Brief summary of the presentation’s evidential basis
  • Conclusion
  • References: up to three references

Please see below for information about conference Areas, Theme’s and Topics – 6 Areas, 23 Themes and over 250 Topics and Workshops.

If you have any queries please contact the conference organisers at

To make a Submission with it’s abstract for the conference, click on the Submit Submission link below to complete and send your submission.

Submit Submission


The conference’s 23 themes and their 250+ topics are grouped in 6 AREAS A-F to reflect HEIRNET’s aims that include those listed in the conference flyer, plus additional topics such as on Assessment and Awarding Bodies.


1. FROM THE LOCAL TO GLOBAL Including Pandemics And Climate Change

1a) Global Pandemics in History:
– similarity and difference:
– Implications for History Education
– researching weather and climate change in the past to inform present and future
1b) Climate Change: Then, Now and the Future
1c) Climate Change and Implications for History Education including:
– Extinction Rebellion
– Preserving the planet’s biodiversity
– researching weather and climate change in the past to inform present and future
1d) Does history still matter?
1e) Is it time for Global History?
1F) How can we teach Global History?
1g) The Challenge of Contemporary History: Past into Present
1h) History Education and Fake News: learning about evidence
1i) The role for History Education in a WOKE World


2a) The purpose of history teaching and historical learning
2b) Public history and the political use of the past
2c) The role of public history in schools – does and should it have one?
2d) Imperial legacies and cultural colonialism
2e) Public History and Identity: nationalism, populism and a sense of belonging
2f) Memory Sites: e.g. monuments, memorials, statuary, displays, plaques, place
names – street and site furniture – and museums for the exploration and illumination of local, national and global history
2g) Ceremony, Ritual, the Invented Past – triumphalism and identity, including
national history curricula
2h) Political discourse and history education – including History Wars, Dialogue & Diatribe


3a) Public History and the public sphere,
3b) Controlling public memory: censorship, control and amnesia
3c) History from below: vernacular history: feminist: disfranchised: discriminated against: the invisible – historical cultural dimensions
3d) Identity: Public History and Identity
3e) Populism, Racism, Patriotism, Nationalism, Fundamentalism and the Struggle for Survival between Liberal and Plural Democracy and its Enemies
3f) History Wars and National Curricula

4. MASS MEDIA & PUBLIC HISTORY – HISTORY AND ENTERTAINMENT – FANG i.e.. Facebook, Amazon, Netflix And Google

4a) Developing historical understanding through engaging with mass media representations of history [e.g. print: film: TV: radio: audio: internet – podcasts, websites etc., virtual reality] 4b) Art, Drama, Journalism, Literature and Music
4c) Associations, Galleries, Institutions, Museums, Theatres, Organisations and Street Art
4d) Formal, informal, social and cultural learning impersonal, familial and social contexts
4e) Performance and History: representations of history from the private to the public
4f) History Education and Social Media: Facebook Netflix, Amazon, Google and other platforms
History Education: impact and role


5a) History and the teaching of contested, emotive and controversial issues, including the Guilty Past
5b) History Education in polities with violent, traumatic and socially fractured pasts
5c) The role of history education in conflict or post conflict communities: peace and reconciliation
5d) Teaching history in divided societies with separate government policies, school and Higher Education curricula, resources, assessment and professional development [such curricula can be posted on the HEIRNET website for a session on discussion about a range of such curricula and both common and unique issues they raise
5e) Institutionally divided educational provision: ethnic, trivial, cultural, religious, ideological schools and schooling
5f) Holocaust, diaspora and genocide education: from earliest times to the modern day
5g) The Guilty Past: ethnicity, eugenics & the misuse of science, discrimination, racism, ideology & religion from the Spanish Inquisition to the Stalinist Terror and Jihad
5h) The Guilty Past – political, doctrinaire, faith and religious persecution, totalitarianism, and ethnic cleansing
5i) Holocaust, diaspora and genocide education: from earliest times to the modern day
5j) LBGT Bi Lesbian Gay Transgender: The History Education Perspective
5k) # ME TOO and related issues
5l) Teaching the sensitive, controversial and emotive past: ethnicity, gender, inclusion, slavery, genocide, discrimination, colonialism & imperialism, liberation struggles, persecution, terrorist or freedom fighter?


6a) History Education: The cognitive ‘Doing History’ procedural/syntactic role of History in Citizenship Education
6b) History and Citizenship Education – Its relevance, importance and significance in an era of:
– Migration, immigration and refugee and migrant education
– Terrorism and resistance movements in Europe, Africa and the wider world
– Inequality, poverty and social exclusion
– The global imperatives: economic, environmental, health and well-being, population growth, climate change, global warming,
– Racism and diversity
– Retrospection and introspection – past into present and The Guilty Past
6c) Facing the Guilty Past: Education for reconciliation in society’s with guilty past’s that are ever present and need resolution /
Facing the Guilty Past: Truth and Reconciliation
6d) Populism – the new Trumpite & Chinese digital age phenomenon, its drivers and implications for History and Citizenship Education
6e) The corporate dimension: from the East India Company to Exxon & Amazon Issues of identity in the Age of Corporate Imperialism,           Internationalism & Federalism [e.g. EU, NATO, World Bank]. Nationalism, Populism, Regionalism and Globalisation
6f) Shared global values



7a) Cultural capital – its nature, role and impact [Bourdieu] 7b) History around us
7c) Street furniture: art, architecture, monuments, sculpture in the everyday environment
7d) A sense of identity and History Education’s civic, communal, regional, nationalistic and patriotic roles
7e) History Education, culture and social class
7f) History, culture and social class
7g) History Education and the Marxist legacy
7h) History Education and Social Science: A marriage made in heaven or hell?


8a) The Internet and Thinking Historically: The World Wide Web and powerful tools for Hist
– Teaching and learning
– Pupils as historians and thinking historically from theory into practice
– The Internet and historical sources, resources and data:
– Researching the past via the Internet
– Communities of practice – webs and networks
– Social Media, Interactivity e.g. conferences, symposia, tutoring, virtual reality, Facebook, twitter, smart phones – texting /
– Digital technology in the classroom – iPhones, tablets, laptops, electronic blackboards
– Virtual reality, modelling and historical representation and interpretation

8b) BIG BROTHER: The Orwellian Nightmare – the threat of 5th Generation computing in the digital age
8c) Distance & Home Learning: Online
8d) The ZOOM age


9a) Historical Consciousness – its nature, significance and cultural roots
9b) Factors Affecting Historical Consciousness And Citizenship: Cultural, Economic, Ethnic, Familial, Geographical, Ideological, Political, Social and Tribal Factors
9c) The Cultural and Oral past: Oral History, Chronicles, Fairy Tales, Legends, Myths, Narratives, Poems, Songs, Stories and their History Educational significance
9d) Historical Education & Consciousness: Diversity: Ethnicity, Gender, Orientation
9e) Historical Consciousness and Identity: Populism, Patriotism, Nationalism and Xenophobia
9f) Populism in the age of Bolonsaro, Putin and Trump and its threat to Liberalism and Liberal Democracy


10a) Historical knowledge: what, why, how, where and when
b) Aspects of Identity
– Personal, Family history, memory and identity
– Clan, tribe, nationality, ethnicity and identity
– Faith, religion and ideology
– Local and communal history

10c) Nationalism, populism and a sense of belonging
10d) The forgotten, censored, hidden and expunged past: repression, suppression, ethnic cleansing and genocide
10e) Students’ prior historical knowledge: social conversation and the history classroom, individual and collective memory, consciousness and understanding and the taught curriculum – school and classroom museums, monuments, plaques, displays, memorials, art galleries, churches
– Local, school and communal history
– Oral history and historical learning
– Regional history
– Heritage

10f) Exploring the environment, its heritage and memory sites, e.g.
– archaeological sites
– art galleries
– museums
– palaces
– parks
– place names
– religious buildings
– state buildings,
– theme parks

10g) commemorative, communal history transmitted through:

– advertising
– anniversaries
– broadcasts
– celebrations
– cenotaphs
– ceremonies
– commemorations
– displays exhibitions
– games and gaming
– memorials
– memorial services
– message boards
– monuments
– news programmes
– personal and family names
– plaques
– radio
– religious services
– the Internet
– TV



11a) Globalisation and the Extinction Agenda: Past and Present
11b) Multi-Faith, Multi-Ethnic and Culturally Diverse Societies
11c) Values, beliefs, human rights and social justice
11d) History and Gender
11e) History Education and Ethnicity
11f) History Education and Diversity
– a question of personal, familial and communal identities?
11g) Fundamentalism, nationalism, patriotism, regionalism, internationalism & liberal education
11h) History Education in post-colonial societies
11i) History Education and supra-nationalism: multi-national corporations and agencies e.g. FANG Facebook: Amazon: Netflix: Google
11j) International networking and cooperation: national and international agencies and organisations, e.g.UK government, the EU, the UN, Oxfam and Global Witness and other organisations
11k) TIMMS, PISA and their impact upon History Education


12a) Historical knowledge: what, why, how, where and when
12b) Ethos and Orientation The mentalité of the history teacher – individually and collectively
12c) Thinking Historically– grounded in history’s academic disciplinary structure, substantive [propositional] and syntactic [procedural] conceptual networks, forms of knowledge and protocols for investigating historical topics, resolving historical enquiries and constructing interpretations and accounts of the past
12d) Enquiry & Investigation ‘Doing History’, forms of historical knowledge and underlying beliefs – influence and impact on history education of academic historians and thinkers : R.G. Collingwood, R.J. Evans, John Fines, Jack Hexter, Peter Rogers, David Sylvester, Sam Wineburg, Jorn Rusen
12e) ‘Doing History’ pupils and students as proto-historians: investigating the past and constructing syntactically based historical understanding
12f) Academic historians and disciplinary thinking: the historian’s craft, e.g. Peter Geyl, Sir Lewis Namier, E.P. Thompson, the Annales School, Jack Hexter, Eric Hobsbawm, David Cannadine, Ruth Schurr, Margaret MacMillan, drawing on the discourse of academic historians for understanding disciplinary thinking
12g) History educationalists, psychologists and disciplinary thinking: Jerome Bruner, John Fines, Jack Hexter, David Sylvester, Alan Blyth, Hilary Cooper, Piaget, Peter Lee, Stephan Lévesque, Jorn Rusen, Vygotsky, Sam Wineburg, Jean Lave,
h) International perspectives on critical disciplinary thinking in history
12i) ‘Doing History’ pupils and students as proto-historians: investigating the past and constructing syntactically based historical understanding
12j) Professional Knowledge: Teacher professionalism including Professional Content Knowledge, Shulman’s PCK.
12k) Cognitive Apprenticeship, Reflective Practice and Communities of Practice Powerful conceptualisations of professional development
12l) Constructivism – A common thread in historians’ view of History as a discipline from Thucydides to the modern day
12m)National History Curricula and their relationship to academic history [such curricula can be posted on the HEIRNET website for a session on discussion about a range of such curricula and both common and unique issues they raise
12n) School history and academic history: nature and relationship


13a) Competence Orientation (historical thinking) in History Didactics
13b) Conceptual understanding – substantive/propositional and syntactic/procedural pupil and student understanding of substantive [propositional – substantive – first order] and syntactic [procedural – syntactic – second order] disciplinary concepts
13c) Second Order Concepts – the tyranny of? The missing link – the framework of substantive conceptual, factual concepts that give structure and purpose to historical knowledge based upon syntactic and procedural knowledge.
13d) Counter factuals, simulation and drama and the development of historical knowledge and understanding
13e) Creativity in History Education – its central, key role?
13f) Developmental psychology: From Piaget and Vygotsky to Neural Science, i.e. what does thinking historically mean from the development psychological perspective in terms of theory, pure and applied research
13g) Empathetic understanding– affective, effective, sympathetic, emotive
13h) Mastery Learning in history education: theory and practice [Jerome Bloom] 13i) Mind-sets History Education’s role in creating mind-sets that focus upon, value, support participatory citizenship, liberal democracy, multi-culturalism and associated human rights education
13j) Neuroscience: How can educational neuroscience inform history education – see Area13
13k) Pupil Voice: its nature and role in History Education
Pupil Voice: The negotiated curriculum: pupil voice and impact in shaping history curricula
13l) Pupils’ perceptions and perspectives on school, social and vernacular history
13m) Situated Cognition: the impact and influence of Jean Lave and Etienne Wenger
13n) Social learning: peer interaction, cognitive apprenticeship and the social learning paradigm
13o) Vygotsky et. al including Feuerstein’s mediated learning
13p) Jerome Bruner
13q) The informed imagination – inference, association, insight, fanciful, creative: making connections


14a)Past and present schools of history: discussion, debates and controversies: historiographical perspectives
14b) The political dimension – The Right Kind of History’ with cultural, ethnic, faith and ethical connotations, control and imperatives
14c) Philosophical origins and roots, seminal movements and initiatives developments and key ideas
14d) National curricula – their nature and political role/function [such curricula can be posted on the HEIRNET website for a session on discussion about a range of such curricula and both common and unique issues they raise] 14e) Educational reform and history education
14f) History textbooks, their nature, role and function;
14g) Innovative resources for teaching history
14h) Pedagogical innovation, initiatives and approaches to teaching history
14i) Research and development projects
14j) Testing, assessment and public examinations
14k) Key figures and their contribution
14l) Cross-curricularity, Humanities and Social Studies
14mA sense of identity and History Education’s civic, communal, nationalistic and patriotic roles
14n) Teacher Professional Development – Training and Continuing Professional Development
14o) Past into Present: Lessons from History Education’s history


 15. Curriculum Development, Implementation and Evaluation

15a) The History Curriculum
– Political control and imperatives
– History as political education, propaganda and control – the elephant in the history education sitting room?

15b) National Curricula, National Identity, Patriotism and Nationalism;
– History Wars – battles over national and other history curricula: the contested and controversial past
– Questions of identity, ethnicity, race, faith, beliefs, ethics, ideology, language, culture, perspectivity, beliefs, values in conflict
– The patriotic, nationalistic and xenophobic dimensions
– History as ideology with a canon of iconic memory, narratives
– Ideology as History: Marxism, Islam and Christianity
– Contemporary, Social and Cultural History: Curricula Design & Perspectivity [such curricula can be posted on the HEIRNET website for a session on discussion about a range of such curricula and both common and unique issues they raise

15c) History Curriculum development – ideological, historical and philosophical foundations, purpose, nature, orientation, creation, implementation, impact, assessment and revision + issues and factors in curriculum development
15d) History education and creativity
15e) Archaeology & History Education including Heritage Education
15f) Social sciences, humanities and integrated curricula
15g) International history curricula and the international dimension: fantasy, failure or the future?
15h) Assessment based history curricula – assessment as the vehicle, the medium. for the implementation and enforcement of government created national curricula
15i) Assessment – Its Nature, Purpose and Role & Assessment and Awarding Bodies,
15j) The impact of educational thinkers, psychologists and historians, e.g. Dewey, Bruner, Bloom, Piaget, Rusen, Vygotsky, Henrietta Marshall, Winston Churchill
15k) Thematic and conceptual curricula, e.g. MACOS, Man, Place and Society, the spiral curriculum
15l) Pedagogic / didactics curriculum developments: turning theory and philosophy into classroom praxis, teaching and pupil learning
15m) History curricula and:

  • the history teacher’s craft knowledge
  • the impact of ICT in the digital age
  • the Creative Curriculum
  • the negotiated; curriculum: empowering pupils
  • Literacy and the Language of History,
  • History and English
  • Historical literacy – and dialogics
  • Progression – understanding, development and measuring of
  • Differentiation, the challenge of
  • Special Educational Needs, including Gifted & Talented Education
  • Inclusion
  • Diversity

16. Pedagogy and Didactics: The History Teachers’ Craft Teaching Styles and Pupil Progress

16a) History teaching protocols [lesson plans – scripts]: complex, sophisticated and effective psychological tools
16b) Doing History – History as enquiry, investigation and detection
16c) History and/as even imaginative reconstruction re-enactment, drama, role-play, simulation and the informed imagination
16d) History, Induction and Deduction, i.e. logical and creative, imaginative evidentially informed thinking
16e) Questions and Questioning
16f) Musing, Theories, Ideas, Hypotheses and Conclusions
16g) Interpretation, perspective and orientation
16h) Historical significance – for and to whom? where, when and why??
16i) Evidence (historical) & Historical Understanding
16j) Pedagogic & Didactic Network of Teaching Protocols including:

  • Enquiry and Investigation
  • Questions and Questioning
  • Sources and Evidence
  • Chronological Understanding
  • Significance and Perspective
  • Narratives and Accounts
  • Theories, Hypotheses and Interpretations
  • Inductive and Deductive Thinking: Logical, Speculative and Imaginative
  • Sources and Evidence
  • The Internet as a Research Tool
  • The Visual Image – Iconic
  • The Moving Image: film, video, web cams
  • Animation and modelling
  • Oracy – Dialogics – Speaking, Listening, Hearing, Responding
  • Discussion, Debate and Argument
  • Reading
  • Writing
  • Maps and Plans
  • Local History
  • Family History
  • Drama
  • Simulation
  • Story Telling
  • Expressive Movement
  • Historical Sites and The Environment
  • Presentation and Communication
  • The Internet: as a history education medium

17. HISTORY EDUCATION IN THE EARLY YEARS AND PRIMARY PHASES [AGES 3-11] n.b. these phases draw upon a wide range of other Themes & Topics

17a) 3-11 year olds epistemic beliefs about history
17b) Fairy stories, fables, legends, myths, tales, sagas, stories; accounts, chronicles, histories and narratives; role and significance
17c) Identity: anniversaries, celebrations, festivals and ceremonies. Their role in and impact upon developing a sense of identity,
17d) The identity agenda: personal, familial, social, ethnic, religious, local, regional) National and global – a sense of belonging and linking local, national and global history
17e) Constructing the past
17g) Attitudes, beliefs, behaviours, ethics, identity – belonging and values
17f) Sequence & content: chronology, temporal understanding and perspective) Textbooks, journals and on-line publications and their influence on teaching and learning
17g) Resources for the primary phase: oral, printed, written, graphic, artefactual, tactile, archaeological
17h) Primary history in the digital age: on-line and digital media, virtual reality / distance learning environments, resourcing and their influence on pedagogy and pupils
17i) Historical concepts [historical epithet applies to them all

  • accounts & narrative
  • affective & emotional
  • cause and causation
  • chronology
  • consequence
  • construction and reconstruction
  • context
  • continuity
  • discontinuity
  • empathy
  • evidence
  • imagination
  • perspective
  • substantive historical knowledge
  • substantive/propositional – first order; conceptual networks: factual knowledge
  • second order, disciplinary knowledge syntactic/procedural
  • thinking historically

17m) Children’s understanding of what history is in relation to its substantive and syntactic dimensions
17n) History in the primary curriculum: disciplinary, social science, integrated and humanities perspectives and curricula models
17o) The overall school curriculum: the nature, function and role of the primary curriculum and history’s role
17p) Promoting and developing historical thinking in the Early Years and Primary phases: i.e. ‘Doing History’ knowledge and understanding of disciplinary concepts, procedures, substantive concepts, narratives, accounts and interpretations, protocols and cognition
17q) Creativity and the informed imagination
17r) Classroom Strategies: re-enactment, drama, role-play, simulation and the informed imagination
17s) Classroom Strategies [2]: historical investigation, hypotheses, interpretations, discussion, debate and history as construction
17t) Story-telling, narrative and reconstruction: bringing the past to life


18a) Aims of History Teaching in Secondary Education
18b) Historical concepts [historical epithet applies to them all]

  • accounts & narrative
  • affective & emotional
  • cause and causation
  • change
  • chronology
  • consequence
  • construction and reconstruction,
  • context
  • continuity
  • discontinuity
  • evidence
  • imagination
  • perspective
  • substantive historical knowledge
  • substantive/propositional – first order; conceptual networks: factual knowledge
  • second order, disciplinary knowledge syntactic/procedural
  • thinking historically

18c) The Politics of History Teaching in Secondary Education
18d) Textbooks, journals and on-line publications and their influence on teaching and learning
18e) Consideration of themes and topics that cover the field of secondary and tertiary education
– 11-18: Students Ideas about the Discipline of History
– 11-18: Students Ideas about History and Moral Issues
– 11-18: Students Attitudes in relation to Controversial Issues
– 11-18: Students Historical Culture
– 11-18: Students and Video Games
– 11-18: Teaching and Learning: the digital dimension
– 11-18: Teaching and Learning: the impact of Artificial Intelligence on cognition: modelling, simulation, knowledge representation and the curriculum
18f) On-line virtual reality / distance learning environments
18g) All of a-m in their comparative contexts

Tertiary 18+ and the Andragogy, Adult Education phase

18h) History Education and Higher Education
18i) On-line virtual reality / distance learning environments
18j) Andragogy – addressing the distinct educational, learning needs of adult learners and related curricula in different settings
18k) Andragogy – issues, concerns, policy, theory and practice in the transition from the secondary to Tertiary and Andragogy phase
18l) History and Adult Education
18m)history and Adult Education: Museums
– Museums as sites of critical historical thinking.
– Using museums and archives to carry out historical research
18n) History and Adult Education and on-site learning
18o) History and Adult Education and the University of the Third Age


19a) National curricula in countries with regional and communal histories that are in conflict with the national master narrative or canon, including dealing with the Guilty past
19b) The implementation and interpretation of statutory curriculum documents in classroom contexts
19c) The correlation between national curricula, their implementation and pupil’s historical learning
19d) National and other curricula’s impact upon teaching materials and classroom practice/pedagogy
19e) Testing and its impact upon the curriculum, teaching and learning at all levels
19f) The impact of government inspection and examinations, testing and assessment
19g) The PISA [Programme of International Student Assessment], the OECD and PISA’s impact upon History Education through governments’ overt politicisation of national curricula


20a) The recording, monitoring and reporting of historical teaching and learning
20b) Peer assessment, formative, summative and diagnostic assessment
20c) Criterion based and norm-referenced assessment
20d) Assessment based learning [teaching to the test] and its impact upon the curriculum and its implementation, i.e. teaching and learning [assessment based learning or learning based assessment?] 20e) The overall, every day impact of assessment on teaching, learning and pupil’s personal development – cognitive, values, attitudes, behaviours, emotional intelligence etc.


Assessment predominantly for History at the Secondary, 11-18, level is in the hands of Assessment and Awarding Bodies. These bodies gather extensive data, evidence, about examination performance that influences and shapes their curricula, in the context of government overview and guidance. Yet, this major, if not the major area of History Education research is something that the Education Research community has largely, if not totally, ignored.

With assessment driven / controlled history teaching – this is a vital area for the History Education community to consider.

21a) The role, nature, activity, influence and findings of Assessment and Awarding bodies in History Education
21b) The overall role, nature, activity, influence and impact of Assessment upon History
21c) Assessment – the hidden dimension in Tertiary 18+ and the Andragogy, Adult Education phase



22a) Researching teachers’ knowledge

Diagnosis and Needs Analysis of prospective and practising teachers knowledge, skills and orientation: What do they know about

1) – history as a discipline?

– disciplinary understanding – what is history?
– epistemological beliefs – history as a discipline?
– historical scholarship and discourse, i.e. subject knowledge?

2) What abilities and qualities as prospective and practising teachers have prior to their course?
3) History teaching – professional content knowledge
4) Children?
5) Pupils social and cultural context, expectations and attitudes?
6) Teachers?
7) Schools as organisations?
8) How areas 1-8 affect and influence their professional development?
9) their orientation – their mind set the affects what kind of teachers they will be

22b) Initial Teacher Training and the challenges of 21 century History and Citizenship Education

1) Methodological themes, looking at how history teaching/learning is studied.
2) Models of teacher professional development
3) Cognitive Apprenticeship – a model for professional development
4) Instruction, demonstration and modelling – see also topic e)
5) The curricula of Teacher Education Programmes
6) History Teacher’s Professional Development: updating approaches, connecting theory and practice
7) Government policy, teacher education, training and professional development
8) Professional Development: evidence based policy and practice
9) Professional Development – mixed face-to-face & distance learning [via the Internet] 10) Mentoring
11) Masters programmes & Initial and Continuing Professional Development
12) A distributed model of Higher Education and School Partnership for professional development: School & HEI partnerships
13) Competence based teacher education,
14) Teachers and Knowledge
15) Teachers and character education
16) School to school partnerships: formal and informal – pairing and consortia
17) School improvement through Continuing Professional Development [CCD] 18) School based Continuing Professional Development [CPD] 19) The role of Higher Education in teacher education, training and development


23. Pure and Applied Research and Evidence Based History Education

23a) Data collection and data analysis [conference Training Session / Workshop to be held on data collection and data analysis] 23b) How history teaching/learning is studied, e.g. classroom ethnography as a way of researching history educatio
23c) Research design and approaches for both new and experienced researchers
23d) Researching collaboration and partnerships between schools and universities and other agencies
23e) Case Study Research – applied research
23f) Curriculum Development – school based
23g) Curriculum Development – assessment bodies and government agencies
23h) Curriculum Development – academically based in Higher Education
23i) Curriculum Development, Implementation & Evaluation
23j) Evidence led policy and practice: institutionally grounded
23k) Multi Methods Research [MMR], Mono Method Research
23l)  New frontiers in History Educational Research: theory, scholarship and practice
23m) Qualitative research – in the context of ‘cases’ based upon practitioner-research & evidence-based praxis
23n) Quantitative research – in the context of ‘cases’ based upon practitioner-research & evidence-based praxis
23o) University research in collaboration with teachers – partnership
23p) Researching Impact: control and pilot groups
23q) Research, government / jurisdiction educational policy, curricula and professional development
23r) Medical model of research involving practitioners at all levels, and their implementation
23s) Communicating History: Writing History Education academic and professional articles, papers and reports: guidance and support – session to be held on this
23t) Reporting History Education: other genres and their formats:– e.g. position pieces, vignettes, reviews, summaries, notes and communication media: also; e.g. on-line, video, websites, podcasts, power-points, oral, visual, performance, display


Research workshops will occur in conference sessions strands.

  • A single 120 minutes or two consecutive 60 minutes workshops can be held in a strand.
  • Workshops should relate to both pure and applied research where appropriate
  • Workshops should be empirically grounded and fully conversant with the related literature, scholarship and research.
  • Where there is an introductory paper for a workshop in a papers session, the workshop will be in the following conference session if possible

Workshop proposers need to submit an abstract for their workshop in addition to the abstract for the related, introductory conference paper if they wish to make a paper presentation

Workshop proposers need to submit an abstract for their workshop in addition to the abstract for the related, introductory conference paper

Workshop proposers must submit an abstract for their workshop in addition to the abstract for the related, introductory conference paper they may also submit

Workshop proposers need to submit an abstract for their workshop in addition to the abstract for the related, introductory conference paper

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