Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth Over Three Years

Monte‐Sano, Chauncey; Budano, Christopher

doi:10.1080/10508406.2012.742016

Cited by 84 publications

(85 citation statements)

References 39 publications

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“…Third, limited pedagogical expertise can constrain teaching interpretational history, as teachers must have sufficient knowledge of specific teaching methods and the ability to identify the epistemological stance of the pupils. This finding corresponds with the findings of other researchers who show the importance of pedagogical content knowledge for history teaching (martell, 2013;monte-Sano, 2011;monte-Sano & Budano, 2013).…”

Section: Teaching Interpretational Historysupporting

confidence: 92%

Topic variability and criteria in interpretational history teaching

Wansink

Akkerman

Wubbels

2016

Journal of Curriculum Studies

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This paper studies the teacher perceived applicability of historical topics for interpretational history teaching and the criteria teachers use to evaluate this applicability. For this study, 15 expert history teachers in the Netherlands striving for interpretational history teaching were purposefully selected. Teachers were asked to mention historical topics using a ranking task technique to rank topics in order of applicability and to elaborate on how the topics were ranked. The results showed a large variation in perceived applicability among topics, both within and between teachers. Eight different topicapplicability criteria were discerned in the teachers' elaborations: (1) topic knowledge; (2) topic affinity; (3) topic constructedness; (4) topic deconstructability; (5) topic abstractedness; (6) topic sensitivity; (7) topic materials; and (8) topic inclusion in the history curriculum. We found that teachers tended to judge topics as applicable for interpretational history teaching partly depending on the degree of 'canonised interpretativity' in lesson materials and the curriculum, and to the degree to which they belonged to 'cold' (morally neutral) or 'hot' (morally sensitive) history. A theoretical implication of the findings is that interpretational history teaching is topic-dependent. Teachers can be supported to teach history as interpretation by structured pedagogies.

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Section: Teaching Interpretational Historysupporting

confidence: 92%

Topic variability and criteria in interpretational history teaching

Wansink

Akkerman

Wubbels

2016

Journal of Curriculum Studies

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“…Only a few recent studies on inquiry-based education have addressed challenges of extrapolating inquiry from a science-weighted evidence base to other disciplines (Harris & Bain, 2011;Monte-Sano & Budano, 2013;Ohn, 2013). Social studies (e.g., history) have been the next most frequent discipline implementing forms of inquiry instruction, followed by mathematics (inquiry as problem solving), then English Language Arts (ELA) emphasizing inquiry instruction the least (Minner, Levy, & Century, 2010).…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

“…Harris and Bain (2011) found that novices versus more experienced teachers were far less able to conceptualize history in meaningful and complex ways, more likely placed historical events in chronological order, and made very few connections between different events. Monte-Sano and Budano (2013) showed that novices need time to develop conceptions of subject matter that emphasize links, connections, and significance.…”

Section: Links Between Teachers' Conceptualizations and Enactment Of mentioning

confidence: 99%

First-Year Teachers’ Uphill Struggle to Implement Inquiry Instruction

2016

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This longitudinal study of six first-year teachers focused on conceptualizations of inquiry-based pedagogy, self-efficacy for inquiry-based teaching, and its actual enactment. Data included a self-report survey of self-efficacy for inquiry-based instruction, individual interviews at the beginning and end of the year, and five distributed classroom observations. At year's end, selfefficacy for inquiry teaching declined, as did frequencies of concepts teachers used to describe inquiry enactment. Inquiry descriptions reflected a set of interrelated procedures more than inquiry as conceptual knowledge. Novice teachers were observed least enacting pedagogical actions that required enabling students to communicate findings and the most in student engagement; however, over time frequencies of student engagement declined. Consistent patterns were observed between shifts in self-efficacy and inquiry enactment and shifts between self-efficacy and conceptualizations of inquiry enactment. We found beginning steps toward links between teacher's conceptualizations and classroom practice.

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“…PCK for historical reasoning also demands knowledge of students' interests, skills levels, understandings and misconceptions about history. Finally, such PCK includes knowledge of instruction and materials necessary to organize, present, and make historical concepts and sources comprehensible to diverse groups of students and to support historical analysis skills (Harris & Bain, 2011;Monte-Sano & Budano, 2013). Harris and Bain (2011) noted that research on PCK has focused on math and reading, with few studies on the development of PCK in history education.…”

Section: Pck For Teaching Historical Reasoningmentioning

confidence: 99%