What do we know about the pedagogical content knowledge of history teachers: A review of empirical research
PCK is seen as the knowledge that is needed for the transformation of content knowledge to pedagogical products and teaching strategies for specific students. To explore research on history teachers’ Pedagogical Content Knowledge (PCK) in secondary education, 34 empirical studies, published between 1987 and 2015, are systematically reviewed. The conceptualization and operationalization of PCK and sources for PCK development are analysed. Results show that most studies use qualitative methods with small sample sizes. Research often lacks a systematic definition of PCK. Most of the analyzed articles discuss the PCK about disciplinary strategies and focus on knowledge of instructional strategies. PCK of novice history teachers appears to be influenced by other sources than the PCK of experienced teachers. We conclude by suggesting further research and possibilities for teacher training.
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Copyright (c) 2021 Hanneke Tuithof, Albert Logtenberg, Larike Bronckhorst, Jannet Van Drie, Leen Dorsman, Jan Van Tartwijk
Historical Encounters is a double blind peer-reviewed, open access, interdisciplinary journal dedicated to the empirical and theoretical study of historical consciousness, historical cultures, and history education.
The journal is published by the HERMES History Education Research Network concentrated at The University of Newcastle, Australia. The journal publishes at least two issues per year (one will typically have a special theme). To ensure timely availability of scholarship, articles and reviews are published as soon as they have been successfully through the peer review and editorial processes, adding cumulatively to the content for the single regular issue each year. No fees are charged for subscription or publication. The journal is indexed in SCOPUS, DOAJ, and Google Scholar, and periodically archived in the National Library of Australia's PANDORA Archive. Contributors to the journal retain copyright to their work. Please read the Copyright Notice for full details.
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A/ Professor Robert J. Parkes, PhD
Editor-in-Chief | Historical Encounters
Faculty of Education and Arts
The University of Newcastle
Callaghan NSW 2308 Australia
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