期刊論文
| 學年 | 101 |
|---|---|
| 學期 | 1 |
| 出版（發表）日期 | 2013-01-01 |
| 作品名稱 | Exploring disciplinary background effect on social studies teachers' knowledge and pedagogy |
| 作品名稱（其他語言） | |
| 著者 | Sung, Pei-Fen; Yang, Meng-Li |
| 單位 | 淡江大學課程與教學研究所 |
| 出版者 | Philadelphia: Routledge |
| 著錄名稱、卷期、頁數 | The Journal of Educational Research 106(1), pp.77-88 |
| 摘要 | Case studies have pointed out that teachers’ disciplinary knowledge affects their pedagogy; however, the results are not consistent. There is a need for quantitative research to examine the relationship between teacher knowledge and practice, particularly in social studies where content-specific studies are mostly qualitative. The authors used history as an example and surveyed all public and private junior high school social studies teachers in Taiwan to examine if disciplinary backgrounds significantly affect teachers’ knowledge, conceptions about the discipline, and their teaching practices. Hierarchical linear modeling analyses show that disciplinary backgrounds significantly affect teachers’ subject matter knowledge and pedagogy. Evaluations of effect sizes suggest that academic backgrounds can serve as useful proxies for teacher recruitment. The results also indicate that nature-revealing courses affect teachers’ subject matter knowledge and pedagogy. |
| 關鍵字 | Disciplinary background; History teaching; Pedagogical content knowledge; Social studies; Subject matter knowledge |
| 語言 | en |
| ISSN | 0022-0671 1940-0675 |
| 期刊性質 | 國外 |
| 收錄於 | SSCI |
| 產學合作 | |
| 通訊作者 | Sung, Pei-Fen |
| 審稿制度 | 是 |
| 國別 | USA |
| 公開徵稿 | |
| 出版型式 | 紙本 電子版 |
| 相關連結 |
機構典藏連結 ( http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/89089 ) |