Learning to Open Up History for Students: Preservice Teachers' Emerging Pedagogical Content Knowledge

Autor/in	Monte-Sano, Chauncey
Titel	Learning to Open Up History for Students: Preservice Teachers' Emerging Pedagogical Content Knowledge
Quelle	In: Journal of Teacher Education, 62 (2011) 3, S.260-272 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487110397842
Schlagwörter	History Instruction; Student Teaching; Preservice Teachers; Methods Courses; Teacher Education Curriculum; Student Attitudes; Pedagogical Content Knowledge; Assignments; Observation; Beginning Teachers; Role; Skill Development; Teaching Methods; Thinking Skills + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Teaching practice; Unterrichtspraxis; Methodisch-didaktische Anleitung; Schülerverhalten; Pädagogische Kompetenz; Assignment; Auftrag; Zuweisung; Beobachtung; Junior teacher; Junglehrer; Rollen; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit
Abstract	Given students' preconceptions of history as fixed information, cultivating students' interpretive and evidence-based thinking is foundational to advancing their disciplinary understanding. This study examines the ways in which preservice history teachers construct tasks that demand students' interpretive and evidence-based thinking and attend to such thinking in their field placements while being taught to do so in their methods courses. Analysis of methods course assignments, student teaching observations, and assessments of candidates' disciplinary knowledge led to the construction of three cases of novice teachers' efforts to teach these ways of thinking to their students. The one novice who attended to her students' interpretive and evidentiary thinking translated her disciplinary knowledge into lessons that involved analysis of text in developing interpretations and gave general prompts to provide evidence in support of students' conclusions. This study highlights the role of preservice teachers' disciplinary understanding and pedagogical content knowledge in developing students' interpretive and evidentiary thinking in history classrooms. (Contains 1 table and 2 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10