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Teaching pedagogical content knowledge within a subject matter course in civics teacher education: – How can we operationalize pedagogical content knowledge in this context, and what problems and opportunities are there to integrate the teaching of pedagogical content knowledge with the teaching of content knowledge?
Stockholm University, Faculty of Social Sciences, Centre for Teaching and Learning in the Social Sciences (CeSam).
2015 (English)Conference paper, Abstract (Refereed)
Abstract [en]

Teachers’ content knowledge (CK) and pedagogical content knowledge (PCK) are considerably related to students’ learning. As previous research has stressed the importance of learning opportunities in teacher education programs as foundations for the development of PCK, it is important to investigate which learning opportunities within teacher education programs can support the development of these competencies. This paper presents an explorative intervention study investigating the effects of a newly developed alternative teaching strategy for a subject matter course in the civics teacher program that is assumed to lead to increasing motivation and knowledge gains in CK and PCK. This alternative teaching strategy involves different learning opportunities (e.g., group discussion) and learning activities (e.g., identifying frequent misconceptions concerning ideologies). The research question was whether involvement in different learning activities leads to increased motivation and to knowledge gains in CK and PCK. In this intervention study with a quasi-experimental design, a total of 34 participants (19 in the experimental group; 15 in the control group) took part. To evaluate the effects of the alternative teaching strategy on motivation, CK, and PCK, different outcome measures of student teachers’ motivation, CK, and PCK were used (e.g., written take-home exams and focus group interviews). The results indicate that the experimental group showed better performance in PCK than the control group. The results also revealed that the alternative strategy had a positive effect on motivation. These results will be critically discussed with regard to their meaning for the development of appropriate learning opportunities in teacher education. 

Place, publisher, year, edition, pages
2015.
Keyword [en]
Mixed-method research, Qualitative methods, Pre-service teacher education, Citizenship education, Higher education
National Category
Educational Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:su:diva-124858OAI: oai:DiVA.org:su-124858DiVA: diva2:890987
Conference
EARLI CONFERENCE 2015 - Conference for Research on Learning and Instruction
Available from: 2016-01-05 Created: 2016-01-05 Last updated: 2016-01-05

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