Proceedings of The 8th International Conference on Research in Education
Year: 2024
DOI:
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Navigating Pedagogical Content Knowledge in History Teaching: Four Orientations
Dr. Pei-Fen Sung
ABSTRACT:
The quality of instruction hinges on the teacher’s depth of subject matter comprehension. In the context of history education, however, the inherent complexity of the subject matter has been inadequately delineated. This necessitates a thorough discourse on the integration and application of Pedagogical Content Knowledge (PCK) in history instruction. This article undertakes a meticulous analysis of PCK within the realm of history education and introduces a detailed framework to counteract its current underemployment. Leveraging empirical research and philosophical analyses, it outlines four principal pedagogical orientations—Traditional, Empiricist, Hermeneutic, and Historical Consciousness. These frameworks notably shape history teachers’ interpretations of citizenship, educational objectives and classroom practices. This examination posits that a comprehensive grasp of PCK must transcend traditional instructional strategies and embrace history’s philosophical dimensions. Consequently, the article proposes a conceptual framework that enables educators to appraise and assimilate these orientations, thereby enriching their teaching practices and elevating instructional outcomes. The advocated approach seeks to enhance the prominence of PCK in history education by fostering a philosophically profound pedagogy, which in turn, augments students’ involvement with and understanding of history.
keywords: pedagogical content knowledge, philosophy of history, national narrative, empiricism, hermeneutics, historical consciousness