ERIC Number: EJ1220709
Record Type: Journal
Publication Date: 2019
Pages: 30
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1309-9108
EISSN: N/A
After the Content Course: An Expert-Novice Study of Disciplinary Literacy Practices
Kopish, Michael A.; Lane, Sarah
Journal of Social Studies Education Research, v10 n2 p1-30 2019
This manuscript presents findings and implications from a multiple case study of how teacher candidates in secondary and middle childhood programs learn specialized knowledge, skills, and expertise from disciplinary experts in content courses and enact practices of disciplinary literacy in field placements. An expert-novice framework was employed to explore the pedagogical content knowledge of experts (professors of economics and history) and novices (middle childhood and secondary social studies teacher candidates) who taught history and economics during their clinical internships. Data were analyzed from participants' think-aloud and card sort activities, semi-structured interviews, classroom artifacts, and classroom observations. The findings provide key insights in the preparation of teacher candidates in social studies.
Descriptors: Preservice Teachers, Preservice Teacher Education, Pedagogical Content Knowledge, Social Studies, Expertise, Novices, History Instruction, Curriculum Development, United States History, Methods Courses
Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A