Learning to teach history in New Zealand secondary schools: Preservice teachers reflect on their practice

The study reported in this article trialled the effectiveness of cases as a teacher-education tool with a class of preservice history teachers. The collaborative critical analyses of cases, in a learning community of peers, enabled the teachers to develop their pedagogical content knowledge for history teaching, and helped them to make connections between their teacher-education programme and teaching practice in schools. The methodology engendered enthusiasm and motivation for linking educational principles and understandings from current history education research to their teaching.