Historical novels: engaging student teachers in K-10 history pre-service units

Abstract

This paper aims to illustrate how the historical novel may be used as an engaging teacher/learning strategy for undergraduate student teachers in pre-service teacher education units, the vast majority of which simply provide for a single 10-credit point unit in order to prepare student teachers for the classroom. First, this paper will argue the historical fiction narrative is an engaging medium. It will then attempt a brief survey of the wider popularity of historical fiction in society-at-large and the way in which this is associated with the popularity of memory literature in general. It will then attempt an analysis of how historical fiction can assist in developing student teachers' appreciation of "historical literacy". But what sort of historical literature should educators encourage student teachers to engage in? Social norms and values are constantly changing, so how do readers and critics interpret historical novels written years ago? In response to this question, the paper shall examine the issue of interpreting historical fiction, and what does literary interpretation mean? But how much faith should student teachers be encouraged to place in the veracity of historical fiction? This question is examined in conclusion to this paper.