Pedagogical Content Knowledge in Social Studies

TLDR

The study examines the role of teachers’ pedagogical content knowledge in social studies through two case studies of a novice and a veteran teacher. The authors conduct two case studies—one with a novice and one with a veteran teacher—to explore differences in pedagogical content knowledge. The study finds that the key difference between novice and expert teachers lies in pedagogical content knowledge, a unique blend of content, pedagogy, and learner characteristics. Gudmundsdottir & Shulman (1987) Pedagogical Content Knowledge in Social Studies, Scandinavian Journal of Educational Research, 31:59–70.

Abstract

Abstract: Gudmundsdottir, S. & Shulman, L. 1987. Pedagogical Content Knowledge in Social Studies. Scandinavian Journal of Educational Research 31, 59‐70. The role of teacher's pedagogical content knowledge in social studies is addressed through two case studies: a novice and a veteran teacher. We demonstrate that the important difference between the novice and the expert is manifested in a special kind of knowledge that is neither content nor pedagogy per se. It rests instead in pedagogical content knowledge, a form of teacher understanding that combines content, pedagogy and learner characteristics in a unique way.