Teachers’ pedagogical content knowledge of two specific historical contexts captured and compared

PCK is seen as the transformation of content knowledge and pedagogical knowledge into a different type of knowledge that is used to develop and carry out teaching strategies. To gain more insight into the extent to which PCK is content specific, the PCK about more topics or concepts should be compared. However, researchers have rarely compared teachers’ concrete PCK about more than one topic. To examine the content dependency of PCK, we captured the PCK of sixteen experienced Dutch history teachers about two historical contexts (i.e. topics) using interviews and Content Representation questionnaires. Analysis reveals that all history teachers’ PCK about the two contexts overlaps, although the degree of overlap differs. Teachers with relatively more overlap are driven by their overarching subject related goals and less by the historical context they teach. We discuss the significance of these outcomes for the role of teaching orientation as a part of PCK

Longitudinal bidirectional associations between internalizing mental disorders and cardiometabolic disorders in the general adult population

Purpose This prospective population-based study investigated whether having any internalizing mental disorder (INT) was associated with the presence and onset of any cardiometabolic disorder (CM) at 3-year follow-up; and vice versa. Furthermore, we examined whether observed associations differed when using longer time intervals of respectively 6 and 9 years. Methods Data were used from the four waves (baseline and 3-, 6- and 9-year follow-up) of the Netherlands Mental Health Survey and Incidence Study-2, a prospective study of a representative cohort of adults. At each wave, the presence and first onset of INT (i.e. any mood or anxiety disorder) were assessed with the Composite International Diagnostic Interview 3.0; the presence and onset of CM (i.e. hypertension, diabetes, heart disease, and stroke) were based on self-report. Multilevel logistic autoregressive models were controlled for previous-wave INT and CM, respectively, and sociodemographic, clinical, and lifestyle covariates. Results Having any INT predicted both the presence (OR 1.28, p = 0.029) and the onset (OR 1.46, p = 0.003) of any CM at the next wave (3-year intervals). Having any CM was not significantly related to the presence of any INT at 3-year follow-up, while its association with the first onset of any INT reached borderline significance (OR 1.64, p = 0.06), but only when examining 6-year intervals. Conclusions Our findings indicate that INTs increase the risk of both the presence and the onset of CMs in the short term, while CMs may increase the likelihood of the first onset of INTs in the longer term. Further research is needed to better understand the mechanisms underlying the observed associations

Cooperative learning: the place of pupil involvement in a history textbook

The article focuses on the importance of cooperative learning for history teachers in the classroom. The history education community has already generated a range of strategies to encourage effective use of group work. They have discussed some of the strategies that they have used and the way in which Dutch teachers have responded to the new course

Year 7 pupils collaboratively design a historical game about a medieval peasant

Focuses on the design of an historical game about a medieval peasant, which was developed by teams of year 7 students in England, as part of a teacher education course. Structure and guidelines; Tools used for monitoring the success of learning and for evaluating the results; Insights into the impact of self-assessment and self-monitoring processes on pupils' attitudes and learning

De introductie van een portfolio aan de hand van een analogie

Wetensch. publicatieICLO