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The Journal of Educational Research Volume 106, 2013 - Issue 1
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Original Articles

Exploring Disciplinary Background Effect on Social Studies Teachers’ Knowledge and Pedagogy

Pei-Fen Sung Tamkang University, Taiwan
&
Meng-Li Yang Academia Sinica, Taiwan
Pages 77-88 | Published online: 05 Dec 2012

Citations (9)

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Read on this site (2)

Christopher C. Martell. (2022) A longitudinal study of beginning elementary teachers’ beliefs and inquiry-based practices in the history classroom. Teacher Development 26:5, pages 627-643.
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Allison Davis, Robin Griffith & Michelle Bauml. (2019) How preservice teachers use learner knowledge for planning and in-the-moment teaching decisions during guided reading. Journal of Early Childhood Teacher Education 40:2, pages 138-158.
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Articles from other publishers (7)

Kayla Marie Norton, Randall Spencer Davies, James Derek LeCheminant & Susan Fullmer. (2023) Educational Preparation and Course Approach of Undergraduate Sports Nutrition instructors in Large U.S. Institutions. Sports 11:9, pages 176.
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Lauren Colley, Rebecca Mueller & Emma Thacker. (2021) “We just followed the lead of the sources”: An investigation of how teacher candidates developed critical curriculum through subject matter knowledge. The Journal of Social Studies Research 45:4, pages 253-265.
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Piret Luik & Merle Taimalu. (2021) Predicting the Intention to Use Technology in Education among Student Teachers: A Path Analysis. Education Sciences 11:9, pages 564.
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Barry Lee Reynolds, Sylvia Liu, Xuan Van Ha, Xiaofang Zhang & Chen Ding. (2021) Pre-service Teachers Learning to Teach English as a Foreign Language to Preschool Learners in Macau: A Longitudinal Study. Frontiers in Psychology 12.
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Elise Langan & Salika Lawrence. (2021) Which Came First: Literacy or Social Studies? How Primary Sources Can Bridge the Divide. Excelsior: Leadership in Teaching and Learning 13:3.
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Piret Luik, Mere Taimalu & Reelika Suviste. (2017) Perceptions of technological, pedagogical and content knowledge (TPACK) among pre-service teachers in Estonia. Education and Information Technologies 23:2, pages 741-755.
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Thomas Misco & Jung-Hua Tseng. (2023) “I will not mention controversial issues unless they are in the textbook”: An exploration of curriculum instructional gatekeeping in Taiwan. The Journal of Social Studies Research 42:1, pages 1-10.
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