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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/89089

    Title: Exploring disciplinary background effect on social studies teachers' knowledge and pedagogy
    Authors: Sung, Pei-Fen;Yang, Meng-Li
    Contributors: 淡江大學課程與教學研究所
    Keywords: Disciplinary background;History teaching;Pedagogical content knowledge;Social studies;Subject matter knowledge
    Date: 2013-01
    Issue Date: 2013-05-11 16:30:31 (UTC+8)
    Publisher: Philadelphia: Routledge
    Abstract: Case studies have pointed out that teachers’
    disciplinary knowledge affects their pedagogy; however, the results are not consistent. There is a need for quantitative research to examine the relationship between teacher knowledge and practice, particularly in social studies where content-specific studies are mostly qualitative. The authors used history as an example and surveyed all public and private junior high school social studies teachers in Taiwan to examine if disciplinary backgrounds significantly
    affect teachers’ knowledge, conceptions about the
    discipline, and their teaching practices. Hierarchical linear modeling analyses show that disciplinary backgrounds significantly affect teachers’ subject matter knowledge and pedagogy. Evaluations of effect sizes suggest that academic
    backgrounds can serve as useful proxies for teacher recruitment. The results also indicate that nature-revealing courses affect teachers’ subject matter knowledge and pedagogy.
    Relation: The Journal of Educational Research 106(1), pp.77-88
    DOI: 10.1080/00220671.2012.658453
    Appears in Collections:[課程與教學研究所] 期刊論文

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