کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4761721 | 1422632 | 2017 | 14 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Examining an ambitious world history teacher׳s knowledge for planning
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موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
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چکیده انگلیسی
The goal for this study was to better understand how an ambitious teacher uses pedagogical content knowledge while planning learning environments that focus on disciplinary, inquiry-based practices in world history. We used Monte-Sano and Budano׳s (2012) framework for pedagogical content knowledge for teaching history to examine the teacher׳s planning over the course of a year. Through interviews and analysis of artifacts, we found more specific sub-categories that represent the various ways that the teacher thought about transforming, representing, framing, and attending to students' ideas about world history. Additionally, we found a hierarchical relationship in the aspects of the teacher׳s pedagogical content knowledge that aligned with her phases of planning (skeletal, unit planning, reflective) throughout the year. These findings highlight content-specific issues in planning world history courses-particularly those focused on the earliest eras-including questions about how teachers can find appropriate resources, organize world history content for teaching, and help students understand world historical narratives. We conclude with a discussion of these issues and implications for teacher education, curriculum design, and further research.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: The Journal of Social Studies Research - Volume 41, Issue 2, April 2017, Pages 117-130
Journal: The Journal of Social Studies Research - Volume 41, Issue 2, April 2017, Pages 117-130
نویسندگان
Lauren McArthur Harris, Tamara L. Shreiner, Megan Hoelting,