The goal for this study was to better understand how an ambitious teacher uses pedagogical content knowledge while planning learning environments that focus on disciplinary, inquiry-based practices in world history. We used Monte-Sano and Budano's (2012) framework for pedagogical content knowledge for teaching history to examine the teacher's planning over the course of a year. Through interviews and analysis of artifacts, we found more specific sub-categories that represent the various ways that the teacher thought about transforming, representing, framing, and attending to students' ideas about world history. Additionally, we found a hierarchical relationship in the aspects of the teacher's pedagogical content knowledge that aligned with her phases of planning (skeletal, unit planning, reflective) throughout the year. These findings highlight content-specific issues in planning world history courses-particularly those focused on the earliest eras-including questions about how teachers can find appropriate resources, organize world history content for teaching, and help students understand world historical narratives. We conclude with a discussion of these issues and implications for teacher education, curriculum design, and further research.
- History instruction
- Pedagogical content knowledge
- World history
ASJC Scopus subject areas
- Social Sciences (miscellaneous)