Methods to ensure the effectiveness of educator historians and the specifics of their applications

Abstract

Along with a radical change in the content of history education, importance has also been given to the modernization of the methodological
system of teaching history, the organization of the teaching process, the supervision of results, as well as the development of new criteria
and methods for verification and assessment. It is not yet clear which methods are the most suitable for studying in case of history and other
social sciences. Based on the current situation and with an appreciation for recent developments in the process of teaching history and the
issues that have arisen as a result, we have noted the following existing contradictions – the contrast between the aspirations of learners
who wish to gain knowledge of history and the didactic capabilities of the existing traditional methodological system, as well as the necessity
for the history teacher to innovatively present the material and the limits of the traditional methodological system in her current arsenal.
The teacher is free to choose the methods used, but that choice has certain limitations. A range of factors have been described in the
pedagogical literature that influences the choice of teaching methods. Considering the methods that influence the choice of teaching
methods, the educator historian must look at the available facts and outline the related predictable and unpredictable developments and
consequences. Each chosen method is part of the initial procedure of the educator historian’s thinking. In the education process, the
consistent use of one method or the other assumes that the facts have been examined fully in parallel with their historic period and specific
developments. Thus, the creation of a flexible system of interactive methods and their broad application, including modern technological
approaches and possibilities, is extremely important and necessary. It is obvious that one of the most important issues that have emerged
before the educator historian is the targeted construction of the teaching process and the selection of teaching methods for that process
which must be supported by research evidence, because the educator historian who does not use interactive methods is similar to a traveler
without a map. In the article, we analyze interactive teaching methods that can be used by the educator historian during the education
process in the stages of promotion, understanding and reflection.
Keywords: History, teaching, method, historian, technology, education, interactive lesson.