The role of teacher's pedagogical content knowledge in social studies is addressed through two case studies: a novice and a veteran teacher. We demonstrate that the important difference between the novice and the expert is manifested in a special kind of knowledge that is neither content nor pedagogy per se. It rests instead in pedagogical content knowledge, a form of teacher understanding that combines content, pedagogy and learner characteristics in a unique way.
The role of values in the development of pedagogical content knowledge was examined through interviews and classroom observations of four expert high school teachers. Analysis indicated that the teachers' value orientations to their subject matter influenced their choice of content, their use of the textbook, pedagogical strategies, and their perceptions of students' instructional needs. The results suggest that teacher educators need to help prospective teachers understand the influence that values have on the development of pedagogical content knowledge as well as the impact of their own values on their teaching practice.
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