教師資料查詢 | 類別: 期刊論文 | 教師: 宋佩芬PEI-FEN SUNG (瀏覽個人網頁)

標題:Exploring disciplinary background effect on social studies teachers' knowledge and pedagogy
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
語言英文
ISSN0022-0671;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
國別美國
公開徵稿
出版型式紙本;電子版
相關連結
SDGs
Google+ 推薦功能,讓全世界都能看到您的推薦!