An analysis of the development of pre-service social studies teachers' pedagogical content knowledge relating to digital historical resources
John Kelly Lee, University of Virginia, United States
University of Virginia . Awarded
This research study analyzed the development of pre-service social studies teachers' pedagogical content knowledge in a social studies methods course that emphasized the methods of history and employed digital historical resources as a means for constructing instructional activities. The Teacher Assessment Project's teacher knowledge base and model for pedagogical reasoning served as the frameworks for this research study. Digital historical resources were defined as electronic representations of primary source texts, images, and artifacts. The research methodology followed the Erickson interpretive model. Data collection included written assessments, interviews, and the observation of an undergraduate social studies methods course. Findings from this study suggested that pedagogical content knowledge was contingent on subject matter content knowledge. Participants used constructivist strategies when developing their pedagogical content knowledge relating to digital historical resources. Concern about access to the Internet tempered participants' enthusiasm for using digital historical resources. In addition, participants confronted the historical revisionist potential of digital historical resources and toned down controversial materials related to those resources. This study recommended additional research on the effect of knowledge of the learner on development of pedagogical content knowledge related to digital historical resources as well as the consequences associated with the implementation of digital historical resources, the relationship between the pedagogy of digital historical resources and National History Standards, and the nature of courses that integrate historical methodology related to digital historical resources with social studies methods.
Lee, J.K. An analysis of the development of pre-service social studies teachers' pedagogical content knowledge relating to digital historical resources. Ph.D. thesis, University of Virginia.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com