Teachers' Pedagogical Content Knowledge of Two Specific Historical Contexts Captured and Compared

Autor/inn/en	Tuithof, H.; Van Drie, J.; Bronkhorst, L.; Dorsman, L.; Van Tartwijk, J.
Titel	Teachers' Pedagogical Content Knowledge of Two Specific Historical Contexts Captured and Compared
Quelle	In: Educational Studies, 49 (2023) 4, S.686-711 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Tartwijk, J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2021.1877621
Schlagwörter	Foreign Countries; Pedagogical Content Knowledge; History Instruction; Teaching Styles; Experienced Teachers; Secondary School Teachers; European History; World History; War; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Pädagogische Kompetenz; History lessons; Geschichtsunterricht; Lehrstil; Unterrichtsstil; Weltgeschichte; Krieg; Niederlande
Abstract	PCK is seen as the transformation of content knowledge and pedagogical knowledge into a different type of knowledge that is used to develop and carry out teaching strategies. To gain more insight into the extent to which PCK is content specific, the PCK about more topics or concepts should be compared. However, researchers have rarely compared teachers' concrete PCK about more than one topic. To examine the content dependency of PCK, we captured the PCK of sixteen experienced Dutch history teachers about two historical contexts (i.e. topics) using interviews and Content Representation questionnaires. Analysis reveals that all history teachers' PCK about the two contexts overlaps, although the degree of overlap differs. Teachers with relatively more overlap are driven by their overarching subject related goals and less by the historical context they teach. We discuss the significance of these outcomes for the role of teaching orientation as a part of PCK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01