SciELO - Scientific Electronic Library Online

 
 número11Local history teaching in the Overberg region of the Western Cape: The case of the Elim Primary School índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • En proceso de indezaciónSimilares en Google

Compartir


Yesterday and Today

versión On-line ISSN 2309-9003
versión impresa ISSN 2223-0386

Resumen

SIEBORGER, Rob. What should history teachers know? Assessing history students authentically at the conclusion of the PGCE year. Y&T [online]. 2014, n.11, pp.133-147. ISSN 2309-9003.

For many years the author has concluded a PGCE (Postgraduate Certificate in Education) History Education course by choice with a formal written examination (albeit an unusual one - it doesn't have a time limit, for instance). When somewhat bemused students each year ask "Why?", the answer given is so that they will be assessed while working completely on their own under similar pressure to that which they will experience when preparing material for the classroom the following year. The article provides illustrations of the examination and students' answers. It considers how student teachers' pedagogical content knowledge may be assessed in history, how the knowledge and understanding of history may be assessed together with core history teaching abilities, and the interaction of history skills and content. It raises, also, issues of formative andsummative assessment and lower and higher order thinking, and poses questions about testing the knowledge of in-service teachers.

Palabras clave : PGCE; Assessment; Curriculum; Examination; History Education; Pedagogical Content Knowledge; Skills.

        · texto en Inglés     · Inglés ( pdf )

 

Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons