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Developing Preservice Teachers' Pedagogical Content Knowledge about Historical Thinking
ARTICLE

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International Journal of Social Education Volume 22, Number 2, ISSN 0889-0293

Abstract

Over the past few years, there has been considerable explication of what it means to think historically. According to this research literature, expert historians think about such issues as placing historical events within context and chronology, considering the differing perspectives of participants in events, and taking the bias and intention of different source documents into account. The teaching of history has turned toward instructional models involving young learners in genuine historical inquiry, in order to meet more demanding standards for historical thinking. At the same time, technological aids to the teaching and learning of history, most often through some sort of “authentic” historical inquiry involving source documents accessed through hypertext and on the Internet, have increasingly been used. Yet there is also concern that strong content area knowledge does not necessarily lead to effective pedagogy. Within the context of these developments, future teachers of history face considerable challenges to develop their own content knowledge of history and their pedagogical content knowledge of how to help youth engage in historical inquiry that is meaningful to them and prepares them for participation in democratic society. An initiative in 2002-2003 at a large Midwestern public university attempted to better prepare future teachers of secondary history, through their involvement in open-ended inquiry with youth into the history of their neighborhood during a technology-rich after-school program. In this paper, the authors explore important issues in developing future teachers' pedagogical content knowledge of high school students' historical thinking, through case study research into their efforts. (Contains 2 figures and 21 notes.)

Citation

Westhoff, L.M. & Polman, J.L. (2008). Developing Preservice Teachers' Pedagogical Content Knowledge about Historical Thinking. International Journal of Social Education, 22(2), 1-28. Retrieved March 23, 2019 from .

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Cited By

  1. A Preservice Secondary Education Technology Course: Attitudes, Knowledge, and Learner Outcomes

    Dawn Hathaway & Priscilla Norton, George Mason University, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 690–697

  2. A Preservice Secondary Education Technology Course: Design Decisions And Students’ Learning Experiences

    Dawn Hathaway & Priscilla Norton, George Mason University, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 925–933

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