Profession history lecturer

History lecturers are subject professors, teachers, or lecturers who instruct students who have obtained an upper secondary education diploma in their own specialised field of study, history, which is predominantly academic in nature. They work with their university research assistants and university teaching assistants for the preparation of lectures and of exams, for grading papers and exams and for leading review and feedback sessions for the students. They also conduct academic research in their respective field of history, publish their findings and liaise with other university colleagues.

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Personality Type

  • Social / Enterprising
  • Social / Investigative
  • Social / Artistic
  • Social / Conventional
  • Social / Realistic

Knowledge

  • Curriculum objectives

    The goals identified in curricula and defined learning outcomes.

  • Source criticism

    Process of classifying various informational sources into different categories such as historical and non-historical, or primary and secondary, and evaluating those sources on the basis of their content, material features, authors etc.

  • Periodisation

    The categorisation of the past into defined blocks of time, called time periods, in order to make researching history easier.

  • Historical methods

    The methods, techniques, and guidelines that historians follow when researching the past and writing history, such as the use of primary sources.

  • History

    The discipline that studies, analyses, and presents the events of the past related to humans.

Skills

  • Prepare lesson content

    Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.

  • Monitor developments in field of expertise

    Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.

  • Apply intercultural teaching strategies

    Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.

  • Give constructive feedback

    Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.

  • Perform classroom management

    Maintain discipline and engage students during instruction.

  • Compile course material

    Write, select or recommend a syllabus of learning material for the students enrolled in the course.

  • Liaise with educational staff

    Communicate with the school staff such as teachers, teaching assistants, academic advisors, and the principal on issues relating to students' well-being. In the context of a university, liaise with the technical and research staff to discuss research projects and courses-related matters.

  • Assess students

    Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.

  • Guarantee students' safety

    Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.

  • Teach history

    Instruct students in the theory and practice of history and historical research, and more specifically in topics such as history of the Middle Ages, research methods, and source criticism.

  • Write work-related reports

    Compose work-related reports that support effective relationship management and a high standard of documentation and record keeping. Write and present results and conclusions in a clear and intelligible way so they are comprehensible to a non-expert audience.

  • Apply teaching strategies

    Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.

  • Develop course outline

    Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.

  • Demonstrate when teaching

    Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.

  • Liaise with educational support staff

    Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.

Optional knowledge and skills

assessment processes conduct scholarly research supervise doctoral students scientific research methodology serve on academic committee history of theology establish collaborative relations conduct quantitative research keep records of attendance discuss research proposals assist students in their learning publish academic research do historical research provide lesson materials university procedures assist students with their dissertation learning difficulties cultural history work with virtual learning environments facilitate teamwork between students art history search historical sources in archives participate in scientific colloquia conduct qualitative research provide career counselling funding methods assist students with equipment research the past in recorded sources assist in the organisation of school events manage resources for educational purposes monitor educational developments present reports provide technical expertise supervise educational staff develop curriculum