Assessing Preservice History Teachers' Professional Vision With a Video Survey: An Approach to the Pedagogical Content Knowledge of History Teachers

• In Event: 61.064 - Teacher Education and Pedagogical Content Knowledge in Teaching History

Abstract

This paper explores pre-service history teachers’ ability to reflect on typical classroom situations and to link these to pupils’ learning. Based on theoretical notions of teachers’ pedagogical content knowledge (PCK) needed to support historical thinking, we operationalised history teachers’ professional vision (Goodwin, 1994) by means of a video survey with integrated video clips, open writing assignments and closed-ended ratings. We collected data from 303 respectively 220 pre-service teachers at the beginning and the end of their subject-specific teacher training. Results show that student teachers experienced difficulties in assessing classroom situations in terms of their potential to support historical competencies. The results suggest that pre-service teachers’ professional vision should be fostered more thoroughly in teacher training.

Authors

• Monika Waldis, University of Teacher Education Northwestern Switzerland

• Martin Nitsche, University of Applied Sciences of Northwestern Switzerland