Abstract
History education would benefit from insight into teachers' pedagogical content knowledge [PCK]. A thinking-out loud protocol was used to get insight into 12 pre-service history teachers’ PCK in Belgium and the Netherlands. A reconstructed lesson planning process was used to disentangle the individual constituent components of PCK. Not all PCK components developed simultaneously, participants demonstrated more knowledge of teaching strategies than of their students or the curriculum. Some participants were only partly capable of establishing relationships between certain PCK components, a situation that can be interpreted as the result of cognitive overload. The implications for teacher education are discussed.
NB Both authors are first author.
| Original language | English |
|---|---|
| Article number | 104712 |
| Journal | Teaching and Teacher Education |
| Volume | 148 |
| DOIs | |
| Publication status | Published - Oct 2024 |
Bibliographical note
Publisher Copyright:© The Authors
Funding
We wish to thank our students, the pre-service teachers who were prepared to take part in this research project and share their thoughts with us. We would also like to thank our research assistant Tim van der Heiden for his assistance. The authors of this study are listed in random order and share first authorship.
Keywords
- Cognitive load
- Curriculum
- History teaching
- Pedagogical content knowledge
- Pre-service teachers