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Beginning History Teachers' Enactmen...

Ellsworth, Tina M.

Beginning History Teachers' Enactment of Pedagogical Content Knowledge Through Content Decision-Making.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Beginning History Teachers' Enactment of Pedagogical Content Knowledge Through Content Decision-Making./
作者:	Ellsworth, Tina M.
面頁冊數:	1 online resource (203 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
標題:	Social sciences education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355271997

Beginning History Teachers' Enactment of Pedagogical Content Knowledge Through Content Decision-Making.
Ellsworth, Tina M.

Beginning History Teachers' Enactment of Pedagogical Content Knowledge Through Content Decision-Making. - 1 online resource (203 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)--University of Kansas, 2017.

Includes bibliographical references

Pedagogical Content Knowledge exists in some capacity in every teacher. It is more well-developed as the wisdom in practice informs it. In their capacity as curriculum gatekeepers, teachers enact their PCK as they decide which content to teach. But what knowledge is of most worth? How do teachers employ the structures unique to their disciplines as they make decisions about what content to teach? This study examines the earliest enactment of pedagogical content knowledge of three, beginning history teachers via what content they decide to teach, and how they organize the content to bring sense to it as they prepare it for learners.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355271997Subjects--Topical Terms:

1179940
Social sciences education.
Index Terms--Genre/Form:

554714
Electronic books.

Beginning History Teachers' Enactment of Pedagogical Content Knowledge Through Content Decision-Making.
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100 1 $a Ellsworth, Tina M. $3 1186443
245 1 0 $a Beginning History Teachers' Enactment of Pedagogical Content Knowledge Through Content Decision-Making.
264 0 $c 2017
300 $a 1 online resource (203 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Adviser: Joe O'Brien.
502 $a Thesis (Ph.D.)--University of Kansas, 2017.
504 $a Includes bibliographical references
520 $a Pedagogical Content Knowledge exists in some capacity in every teacher. It is more well-developed as the wisdom in practice informs it. In their capacity as curriculum gatekeepers, teachers enact their PCK as they decide which content to teach. But what knowledge is of most worth? How do teachers employ the structures unique to their disciplines as they make decisions about what content to teach? This study examines the earliest enactment of pedagogical content knowledge of three, beginning history teachers via what content they decide to teach, and how they organize the content to bring sense to it as they prepare it for learners.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Social sciences education. $3 1179940
650 4 $a Education history. $3 1179887
650 4 $a Curriculum development. $3 1148494
655 7 $a Electronic books. $2 local $3 554714
690 $a 0534
690 $a 0520
690 $a 0727
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Kansas. $b Curriculum and Teaching. $3 1181827
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10616835 $z click for full text (PQDT)

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