Not just relying on the textbook for subject knowledge

This feature of Teaching History is designed to build critical, informed debate about the character of teacher training, teacher education and professional development. It is also designed to offer practical help to all involved in training new history teachers. Each issue presents a situation in initial teacher education/training with an emphasis upon a particular, history-specific issue. Mentors or others involved in the training of student history teachers are invited to be the agony aunts.

This issue’s problem: trainee teacher Jack thinks he can simply rely on the textbook for his own subject knowledge development.