Teachers’ pedagogical content knowledge of two specific historical contexts captured and compared

Authors Hanneke Tuithof , Jannet van Drie , Larike Bronkhorst , Leen Dorsman , Jan van Tartwijk
Published in Educational Studies
Publication date 14 February 2021
Type Article


PCK is seen as the transformation of content knowledge and pedagogical knowledge into a different type of knowledge that is used to develop and carry out teaching strategies. To gain more insight into the extent to which PCK is content specific, the PCK about more topics or concepts should be compared. However, researchers have rarely compared teachers’ concrete PCK about more than one topic. To examine the content dependency of PCK, we captured the PCK of sixteen experienced Dutch history teachers about two historical contexts (i.e. topics) using interviews and Content Representation questionnaires. Analysis reveals that all history teachers’ PCK about the two contexts overlaps, although the degree of overlap differs. Teachers with relatively more overlap are driven by their overarching subject related goals and less by the historical context they teach. We discuss the significance of these outcomes for the role of teaching orientation as a part of PCK.

On this publication contributed

  • Hanneke Tuithof
    • Researcher
    • Research groups: Research group Curriculum Development in Primary and Secondary Education

Language English
Published in Educational Studies
Key words Pedagogical Content Knowledge, history teaching, teaching orientation
Digital Object Identifier https://doi.org/10.1080/03055698.2021.1877621
Page range 1-26

Hanneke Tuithof

Hanneke Tuithof

  • Researcher
  • Research group: Research group Curriculum Development in Primary and Secondary Education