A First Step Toward a Practice-Based Theory of Pedagogical Content Knowledge in Secondary Economics

• In Event: Roundtable Session 21
  In Roundtable Session: Examining Economics Education

Abstract

This qualitative case study gained an in-depth understanding of how the personal orientations of three award-winning secondary economic teachers influenced their instruction and how they demonstrated their pedagogical content knowledge (PCK) defined by horizon content knowledge, specialized content knowledge, knowledge of content and teaching, and knowledge of content and students. Data collection methods included classroom observations, teacher interviews/questionnaires, student surveys/tests, and artifacts. Using a PCK theoretical framework, a qualitative data analysis revealed five influential orientation factors as the teachers connected economic content to other grades/subjects and students’ lives; prepared students for citizenship by developing students’ economic reasoning skills; and utilized active learning instruction. Authentic discussions and controversial issues were lacking. Implications for classroom instruction and teacher education are discussed.

Author

• Cheryl A. Ayers, University of Virginia