Contribute an Article to Teaching History



Do you have an idea that you'd like to share with the Teaching History community?  It's through member contributions that the HA maintains such a rich subject community - we'd love to hear from you.  

Initial guidelines for contributors to Teaching History 

First submission

Present a summary of ideas for your article in c600 words. Please include:

i) Some outline indication of type of article  in the context of existing TH articles: 

For example:

Will it be mostly pupil response and analysis of pupils' historical learning i.e. figures will chiefly be examples of pupils' work, activity/resource ideas and models, diagrams for planning, analytic diagrams etc?

OR Will it focus on an historical issue - change, continuity, causation, interpretations - and move forward a particular pedagogic debate in this area i.e. figures are likely to include excerpts from ideas of earlier authors, schema from researchers, some practical activities for pupils etc?

OR Will it focus upon practical approaches and evaluation of those approaches in the light of practice etc? OR Do you want to debate a policy issue concerning a curriculum issue, examinations and assessment or a critique of government strategy?

Please be very clear.   

You may prefer to offer a short feature rather than an article. If so, please let us know whether it will be Triumphs Show, Cunning Plan, Nutshell or Mummy (see earlier editions for examples of these, and house style).


ii) Explanation of how it will move forwards the professional knowledge of the community of history teachers.

This should include reference to at least four earlier articles from Teaching History, showing how your ideas extend, elaborate, challenge or contrast with the practice of other teachers, practitioners, educators or researchers.


iii) Some indication of the figures that will be in the article.

These should be eye-catching, informative and practical. Please see earlier editions for reference.  Articles without either visual, practical or diagrammatic figures will not be accepted.


iv) Some indication of your evidence base and the process by which you have constructed your knowledge.

For example:

Will the article be based chiefly upon your (or your colleagues') experiences of teaching?  If so, think about how you will support your claims. You might want to do this by referring to things your colleagues have said, by illustrating your points with examples of pupils' work or by including quotations from other forms of pupils' response.  It is fine just to offer reflections and to write speculatively but however you do it, try to make sure that your writing is analytic and that you can include plenty of support for your claims.

OR will it be based on more systematic research? If so, of what kind?  How did you set up your investigation? What you're your research questions? What methods of analysis did you use? Will it involve theoretical analysis, empirical grounding or both?  

All of these modes of writing are acceptable. We like to know what kind of writing it will be so that we can have regard to variety across each edition. We are interested in a variety of forms of professional knowledge construction and especially teachers' own reflections upon whether and what pupils are learning.

Please submit your 600 words, by e-mail, to all four editors simultaneously: 

Katharine Burn;

Rachel Foster ;

Christine Counsell;

Tony McConnell

The editor on correspondence duty will acknowledge your submission. At a later date, an editor will supply feedback on your proposal. If appropriate for publication, you will then be invited to produce a full draft of your article. Word length and deadlines will be agreed at that stage.


Second submission

This is your first, full draft of the article.

Include plenty of practical exemplification and/or evidence of success in securing pupils' learning in the form of pupils' work, successful activities, statistical evidence or analytic/theoretical commentary on the type of historical learning secured.

Word length will be as agreed after discussion following first submission - for normal articles normally between 2,000 and 5,000 including endnote references.

It should locate discussion in the context of earlier, relevant TH debate - especially editions in the last five years.

References are helpful where you want to i) acknowledge significant earlier thinking and practice; ii) point the reader to further helpful reading; iii) show how the knowledge of the professional community is linking up, connecting or conflicting. Be precise and use page numbers.

All references should be in the Teaching History house style.

No bold, underlining or any other variation from normal text (except within figures).

Please use point size to indicate relative status of headings, sub-headings and sub-sub headings.

Gather all Figures together at the end of the article - not in the middle of it.

Ensure the text of the article refers to Figure 1, Figure 2 etc, so that layout personnel know roughly where to position them.  Please do not refer to figures by writing such things as,  ‘as this chart shows' or ‘see below' or ‘as this photograph illustrates'.  Instead, simply put, ‘as shown in Figure 2'.  Or ‘Figure 4 gives an example of how one pupil responded'.

Investigate and resolve all copyright issues and establish what picture permissions or purchases are necessary (we will then carry these out if acceptable).

Submit to editors as above, remembering to e-mail all four together. 


N.B. Articles that do not relate to teaching, learning or school curriculum will not be accepted. If you want to write an article that is purely about history, you might prefer to submit it to the editors of other HA journals - The Historian or History.  The editorial team of Teaching History is certainly interested in reflections upon the latest historiography and historical scholarship but it is their implications for curriculum and for pedagogy that must be teased out.  Remember, too, that Teaching History is a journal for secondary history (pupils aged 11-19). If your article relates to pupils aged 4 to 11, please submit to the editor of Primary History.  Articles addressing continuity in curriculum and learning across ages 4 to 19 will be considered, however.