Economic Pedagogical Content Knowledge: A Self-Study of an Economic Methods Course

• In Event: Roundtable Session 26
  In Roundtable Session: Issues in Teacher Education and Social Studies

Abstract

This self-study of an economic methods course for secondary social studies preservice teachers presents findings that suggest an increase in economic pedagogical content knowledge (PCK) as a result of the course format whereby the instructor blended content and pedagogical knowledge through lesson demonstrations. Economic PCK was also developed by three particular course assignments: Analyses of Economic Events, Critiques of Economic Lessons, and Active-Learning, Interdisciplinary Economic Lesson Writing, Demonstration, and Reflection. The author/instructor argues that for high school students to be empowered for democratic citizenship, they must learn economics from teachers who have economic PCK. The course described in this study illustrates its potential in improving preservice teachers’ economic PCK beyond what is typical in a traditional social studies methods course.

Author

• Cheryl A. Ayers, University of North Carolina - Greensboro