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ERIC Number: EJ997696
Record Type: Journal
Publication Date: 2013
Pages: 41
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-1050-8406
Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth over Three Years
Monte-Sano, Chauncey; Budano, Christopher
Journal of the Learning Sciences, v22 n2 p171-211 2013
Using artifacts of teachers' practices, classroom observations, and teacher interviews, we explore the development and enactment of 2 novices' pedagogical content knowledge (PCK) for teaching history. We identify and track 4 components of PCK that are relevant to teaching history: representing history, transforming history, attending to students' ideas about history, and framing history. We find that these 2 novices demonstrated different aspects of PCK in different settings at different points in the first 3 years of their careers. Their PCK continued to grow after preservice education, although the pace and substance of this development varied. In particular, attending to students' ideas about history and framing history were more challenging aspects of PCK for these novices. Specific features of the teacher education program, the school context, and the individual teacher's capacity facilitate growth in PCK, including opportunities to practice, alignment within the teacher education program and across learning sites, reflection on practice, and subject matter knowledge. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A