Beginning teachers' conceptual understandings of effective history teaching: examining the change from 'subject knowers' to 'subject teachers'

Reitano, Paul and Green, Nicole C. (2013) Beginning teachers' conceptual understandings of effective history teaching: examining the change from 'subject knowers' to 'subject teachers'. Asia-Pacific Journal of Teacher Education, 41 (2). pp. 197-217. ISSN 1359-866X

Abstract

This article reports the investigation of change in preservice teachers' conceptions of effective history teaching across a secondary History methods course in a postgraduate diploma of education program.
Using concept mapping to plot shifts in their expressed reflections, data were obtained that indicate personal constructs of effective history teaching based around participants' map structures, curriculum understandings, knowledge of subject matter, knowledge of learners, knowledge of pedagogies, and pedagogical content knowledge. The purpose of this article is twofold: to present the findings of research exploring the growth in conceptual understandings of early career history teachers promoted through the use of; and to discuss the participants' response to tangible opportunities to reflect on their own conceptual understandings of history teaching.

Statistics for this ePrint Item

Item Type:	Article (Commonwealth Reporting Category C)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	© 2013 Australian Teacher Education Association. Published version made not accessible.
Faculty/School / Institute/Centre:	Historic - Faculty of Education (Up to 30 Jun 2013)
Faculty/School / Institute/Centre:	Historic - Faculty of Education (Up to 30 Jun 2013)
Date Deposited:	20 May 2013 01:52
Last Modified:	04 Feb 2015 01:16
Uncontrolled Keywords:	Australia; curriculum; concept maps; conceptual change; history teaching; pedagogical content knowledge; preservice teachers
Fields of Research (2008):	13 Education > 1302 Curriculum and Pedagogy > 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management) 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators 13 Education > 1301 Education Systems > 130103 Higher Education
Fields of Research (2020):	39 EDUCATION > 3901 Curriculum and pedagogy > 390107 Humanities and social sciences curriculum and pedagogy (excl. economics, business and management) 39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators 39 EDUCATION > 3903 Education systems > 390303 Higher education
Socio-Economic Objectives (2008):	C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes
Identification Number or DOI:	https://doi.org/10.1080/1359866X.2013.777027
URI:	http://eprints.usq.edu.au/id/eprint/23410

Available Versions of this Item

• Beginning teachers' conceptual understandings of effective history teaching: examining the change from 'subject knowers' to 'subject teachers'. (deposited 20 May 2013 01:52) [Currently Displayed]

Actions (login required)

Archive Repository Staff Only