Beginning teachers' conceptual understandings of effective history teaching: examining the change from 'subject knowers' to 'subject teachers'

Article

Reitano, Paul and Green, Nicole C.. 2013. "Beginning teachers' conceptual understandings of effective history teaching: examining the change from 'subject knowers' to 'subject teachers'." Asia-Pacific Journal of Teacher Education. 41 (2), pp. 197-217. https://doi.org/10.1080/1359866X.2013.777027
Article Title

Beginning teachers' conceptual understandings of effective history teaching: examining the change from 'subject knowers' to 'subject teachers'

ERA Journal ID20741
Article CategoryArticle
AuthorsReitano, Paul (Author) and Green, Nicole C. (Author)
Journal TitleAsia-Pacific Journal of Teacher Education
Journal Citation41 (2), pp. 197-217
Number of Pages21
Year2013
PublisherTaylor & Francis
Place of PublicationAustralia
ISSN0311-2136
1359-866X
1469-2945
Digital Object Identifier (DOI)https://doi.org/10.1080/1359866X.2013.777027
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/1359866X.2013.777027
Abstract

This article reports the investigation of change in preservice teachers' conceptions of effective history teaching across a secondary History methods course in a postgraduate diploma of education program. Using concept mapping to plot shifts in their expressed reflections, data were obtained that indicate personal constructs of effective history teaching based around participants' map structures, curriculum understandings, knowledge of subject matter, knowledge of learners, knowledge of pedagogies, and pedagogical content knowledge. The purpose of this article is twofold: to present the findings of research exploring the growth in conceptual understandings of early career history teachers promoted through the use of; and to discuss the participants' response to tangible opportunities to reflect on their own conceptual understandings of history teaching.

KeywordsAustralia; curriculum; concept maps; conceptual change; history teaching; pedagogical content knowledge; preservice teachers
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390107. Humanities and social sciences curriculum and pedagogy (excl. economics, business and management)
390307. Teacher education and professional development of educators
390303. Higher education
Public Notes

Files associated with this item cannot be displayed due to copyright restrictions.

Byline AffiliationsGriffith University
School of Teacher Education and Early Childhood
Institution of OriginUniversity of Southern Queensland
Permalink -

https://research.usq.edu.au/item/q1y8w/beginning-teachers-conceptual-understandings-of-effective-history-teaching-examining-the-change-from-subject-knowers-to-subject-teachers

Log in to edit
  • 1881
    total views
  • 14
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

Supporting educators’ professional learning for equity pedagogy: the promise of open educational practices
Tualaulelei, Eseta and Green, Nicole Catherine. 2022. "Supporting educators’ professional learning for equity pedagogy: the promise of open educational practices." Journal for Multicultural Education. 16 (5), pp. 430-442. https://doi.org/10.1108/JME-12-2021-0225
Learning and Teaching in Early Childhood: Pedagogies of Inquiry and Relationships
Boyd, Wendy, Green, Nicole C. and Jovanovic, Jessie. 2021. Learning and Teaching in Early Childhood: Pedagogies of Inquiry and Relationships. Cambridge, United Kingdom. Cambridge University Press.
Vulnerability: An uncomfortable means to a positive place
Green, Nicole, Stewart, Cherry and Wolodko, Brenda. 2018. "Vulnerability: An uncomfortable means to a positive place." Black, Alison L. and Garvis, Susanne (ed.) Women activating agency in academia : metaphors, manifesto and memoir. London, United Kingdom. Routledge. pp. 145-156
Educator perceptions of early learning environments as places for privileging social justice in rural and remote communities
Christopher, Vicki, Turner, Michelle and Green, Nicole. 2022. "Educator perceptions of early learning environments as places for privileging social justice in rural and remote communities." Education Sciences. 12 (1). https://doi.org/10.3390/educsci12010040
A Content Analysis of Documentation of Nature Play in Early Childhood Teacher Education Program in Australia
Green, Nicole C., Christopher, Vicki and Turner, Michelle. 2022. "A Content Analysis of Documentation of Nature Play in Early Childhood Teacher Education Program in Australia." Australian Journal of Teacher Education. 47 (5), pp. 15-32. https://doi.org/10.14221/ajte.2022v47n5.2
Social justice in the early childhood context: Educator voices
Christopher, Vicki, Turner, Michelle and Green, Nicole. 2020. "Social justice in the early childhood context: Educator voices." McLeod, Sharynne, Cumming, Tamara, Downey, Belinda and Mahon, Linda (ed.) Early Childhood Voices Conference 2020 (ECV2020). Bathurst, Australia 16 - 20 Nov 2020
Educator perceptions of early learning environments as places and spaces for privileging social justice in rural areas
Christopher, Vicki, Turner, Michelle and Green, Nicole. 2019. "Educator perceptions of early learning environments as places and spaces for privileging social justice in rural areas." Annual International Australian Association for Research in Education Conference 2019 (AARE 2019). Brisbane, Australia 04 Dec 2019
Relationships between families and schools: fostering communication and collaboration
Green, Nicole and Tzuo, Pei Wen. 2018. "Relationships between families and schools: fostering communication and collaboration." Quek, Choon Lang, Wong, Angela F. L. and Yay, May Yin (ed.) Engaging beginning teachers. Singapore. Pearson Education South Asia Pte Ltd. pp. 211-231
Moments in time: investigating the Australian history curriculum in primary classrooms: final report 2015
Dixon, Mary, Green, Nicole, Reitano, Paul, Senior, Kim, Taylor, Tony, Winter, Satine and Sahr, Rebecca. 2015. Moments in time: investigating the Australian history curriculum in primary classrooms: final report 2015. Victoria, Australia. Deakin University.
Social media-enabled learning: a review of the literature in higher education
Green, Nicole C., Wolodko, Brenda and Foskey, Roslyn. 2015. "Social media-enabled learning: a review of the literature in higher education." Ravindran, Anton and Bacon, Liz (ed.) Innovations in technology enhanced learning. Newcastle upon Tyne, United Kingdom. Cambridge Scholars Publishing. pp. 63-84
Creating children’s spaces, children co-creating place
Green, Nicole and Turner, Michelle. 2017. "Creating children’s spaces, children co-creating place." Journal of Childhood Studies. 42 (3), pp. 27-39.
Professional practice: partnering with educators, professionals and families
Li, Jen Yi, Green, Nicole and Menon, Monica. 2008. "Professional practice: partnering with educators, professionals and families." Cohen, Libby, Poon, Kenneth and Wright, Susan (ed.) Special education: perspectives and practices. Singapore. Pearson Education Ltd.. pp. 300-315
History: time and place where context matters
Green, Nicole and Reitano, Paul. 2012. "History: time and place where context matters." Wright, Jan (ed.) Joint International Conference of the Australian Association for Research in Education and the Asia Pacific Educational Research Association (AARE 2012): Regional and Global Cooperation in Educational Research. Sydney, Australia 02 - 06 Dec 2012 Sydney, Australia.
Homeschooling: challenging traditional views of public education
Green, Nicole. 2007. "Homeschooling: challenging traditional views of public education." Kincheloe, Joe L. and Horn, Raymond A. (ed.) The Praeger handbook of education and psychology, vol. 4. Portsmouth, NH. United States. Greenwood Publishing Group. pp. 768-779
Knowledge and basic skills in Singapore
Green, Nicole, Li, Jen Yi and Tzuo, Pei Wen. 2006. "Knowledge and basic skills in Singapore." International Journal of Education Sevres. 43, pp. 33-45.
Canadian children's literature: an Alberta survey
Bainbridge, Joyce, Carbonaro, Mike and Green, Nicole. 2005. "Canadian children's literature: an Alberta survey." Alberta Journal of Educational Research. 51 (4), pp. 311-327.
Reconceptualising higher education pedagogy in online learning
Green, Nicole C., Edwards, Helen, Wolodko, Brenda, Stewart, Cherry, Brooks, Margaret and Littledyke, Ros. 2010. "Reconceptualising higher education pedagogy in online learning." Distance Education. 31 (3), pp. 257-273. https://doi.org/10.1080/01587919.2010.513951
Teaching and learning history in Australian primary schools: pedagogical shifts, complexities and opportunities
Green, Nicole C., Reitano, Paul and Dixon, Mary. 2010. "Teaching and learning history in Australian primary schools: pedagogical shifts, complexities and opportunities." The International Journal of Learning. 17 (8), pp. 307-320. https://doi.org/10.18848/1447-9494/cgp/v17i08/47200
Shifting mindsets within: self-study of professional learning
Wolodko, Brenda, Stewart, Cherry, Green, Nicole, Edwards, Helen, Brooks, Margaret and Littledyke, Roz. 2013. "Shifting mindsets within: self-study of professional learning." Willems, J., Tynan, B. and James, R. (ed.) Global challenges and perspectives in blended and distance learning. United States. IGI Global. pp. 191-201
Contemporary paradigms of rural teaching: the significance of place
Green, Nicole C., Noone, Genevieve and Nolan, Andrea. 2013. "Contemporary paradigms of rural teaching: the significance of place." Australian and International Journal of Rural Education. 23 (1), pp. 91-115.
Collaborative self-study of online teaching in early childhood teacher education
Green, Nicole, Wolodko, Brenda, Stewart, Cherry, Edwards, Helen, Brooks, Margaret and Littledyke, Ros. 2013. "Collaborative self-study of online teaching in early childhood teacher education." International Journal for Academic Development. 18 (2), pp. 166-177. https://doi.org/10.1080/1360144X.2012.677747
The value of concept mapping in developing professional growth in a geography methods course
Reitano, Paul and Green, Nicole C.. 2012. "The value of concept mapping in developing professional growth in a geography methods course." International Journal of Multiple Research Approaches. 6 (2), pp. 160-174. https://doi.org/10.5172/mra.2012.6.2.160
Mapping expertise in social science teaching: the professional development of a beginning teacher
Reitano, Paul and Green, Nicole. 2012. "Mapping expertise in social science teaching: the professional development of a beginning teacher." Critical and Reflective Practice in Education. 3, pp. 4-13.
Preparing the Australian early childhood workforce for rural and remote settings: a review of the literature
Green, Nicole C. and Nolan, Andrea. 2011. "Preparing the Australian early childhood workforce for rural and remote settings: a review of the literature." Australian Journal of Teacher Education. 36 (12), pp. 83-96. https://doi.org/10.14221/ajte.2011v36n12.3
Space considerations: materials in the learning environment in three majority world preschool settings
Prochner, Larry, Cleghorn, Ailie and Green, Nicole. 2008. "Space considerations: materials in the learning environment in three majority world preschool settings." International Journal of Early Years Education. 16 (3), pp. 189-201. https://doi.org/10.1080/09669760802343857
Everyday life in distance education: one family's home schooling experience
Green, Nicole C.. 2006. "Everyday life in distance education: one family's home schooling experience." Distance Education. 27 (1), pp. 27-44. https://doi.org/10.1080/01587910600653132