Pedagogical content knowledge of formative research in a degree course in social sciences
DOI:
https://doi.org/10.21501/22161201.1532Keywords:
Pedagogy, Teaching Profession, Teacher Education, Cases Studies, Social SciencesAbstract
The aim of this study was to characterize the pedagogical content knowledge of experienced teachers and students of bachelor’s in Social Sciences program who were studying Formative Research subject matters I, II and III. For this purpose, qualitative research methodology and intrinsic case study research design were used. Data were obtained through non-participant observation, semi-structured interviews and focus groups, which were video-recorded, transcribed verbatim and systematized by Atlas.ti® software (version 6). The results show that it is possible to make inferences about teacher reasoning and the relationship between students and teacher, from observable behavior in the classroom. The conclusions point to specific aspects of the performance of one expert teacher and student teachers, and the ideas and beliefs of both participants with respect to the subject and contents. © Revista Colombiana de Ciencias Sociales.Downloads
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