Exploring disciplinary background effect on social studies teachers' knowledge and pedagogy

doi:10.1080/00220671.2012.658453

淡江大學機構典藏 > 教育學院 > 課程與教學研究所 > 期刊論文 > Item 987654321/89089

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题名:	Exploring disciplinary background effect on social studies teachers' knowledge and pedagogy
作者:	Sung, Pei-Fen;Yang, Meng-Li
贡献者:	淡江大學課程與教學研究所
关键词:	Disciplinary background;History teaching;Pedagogical content knowledge;Social studies;Subject matter knowledge
日期:	2013-01
上传时间:	2013-05-11 16:30:31 (UTC+8)
出版者:	Philadelphia: Routledge
摘要:	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.
關聯:	The Journal of Educational Research 106(1), pp.77-88
DOI:	10.1080/00220671.2012.658453
显示于类别:	[課程與教學研究所] 期刊論文

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