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Mentoring novices' teaching of historical reasoning: Opportunities for pedagogical content knowledge development through mentor-facilitated practice
ARTICLE

, University of California, Santa Cruz, United States ; , Stanford Graduate School of Education, United States

TATE Volume 45, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

While worldwide policy attention turns to mentoring to develop new teachers' practice, researchers have not investigated mentoring exchanges that support novices' teaching of historical reasoning and pedagogical content knowledge (PCK) development. Drawing on case studies of U.S. mentor–novice pairs, authors ask: How, if at all, is the teaching of history represented in mentoring conversations? How, if at all, do mentoring exchanges support novices' teaching of historical reasoning? Authors illustrate how mentoring conversations can support PCK elements through guided conceptual and practical representations of disciplinary history instruction; and reveal a form of mentor PCK for diagnosing and supporting novices' PCK development.

Citation

Achinstein, B. & Fogo, B. (2015). Mentoring novices' teaching of historical reasoning: Opportunities for pedagogical content knowledge development through mentor-facilitated practice. Teaching and Teacher Education: An International Journal of Research and Studies, 45(1), 45-58. Elsevier Ltd. Retrieved June 24, 2022 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2014.09.002

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