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Practical solution or missed opportunity?

The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge

Open access

Practical solution or missed opportunity?

The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge

Open access

Samenvatting

Teaching history requires clear, detailed and subject specific language. History teachers teaching in a second language are confronted with students' second language limitations, which likely have an aggravating impact on their application of pedagogical content knowledge (PCK). We analysed and compared 12 Dutch spoken and 12 English spoken paired history lessons in junior grades 7 and 9. Contrary to our expectation, we found a strong similarity of the teachers’ PCK application in both grades 7 and 9, irrespective of the used language. The PCK application in both grades and languages was of average quality, while the PCK used in grade 9 was more advanced.


OrganisatieHogeschool Utrecht
AfdelingKenniscentrum Leren en Innoveren
LectoraatMeertaligheid en Onderwijs
Gepubliceerd inTeaching and Teacher Education Elsevier, Vol. 115, Uitgave: 103721
Jaar2022
TypeArtikel
DOI10.1016/j.tate.2022.103721
TaalEngels

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