Publication: A review of research on the pedagogical content knowledge (PCK) of history teachers in German speaking countries: A plea for an integrated approach
Authors
Nitsche, Martin
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
10.6018/pantarei.674541
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info:eu-repo/semantics/article
Description
Abstract
Este artículo defiende que la investigación sobre los conocimientos pedagógicos de los profesores de historia debe tener en cuenta lo que se ha investigado sobre la didáctica de la historia en los países de habla alemana y el discurso anglosajón. Se comparan investigaciones anteriores y se debaten las orientaciones futuras. Los estudios sobre PCK son menos frecuentes que los que se centran en el conocimiento de los contenidos o las creencias. Los estudios usan enfoques sistemáticos, en los que el PCK se relaciona con conceptos de competencia profesional y se examina con métodos cuantitativos o combinaciones de métodos. Pero este enfoque tiene problemas metodológicos. En cambio, los estudios cualitativos son más comunes en el discurso anglófono, lo que dificulta hacer afirmaciones generales. Por eso, hay que combinar los enfoques de estos dos contextos para hacer una evaluación válida.
This paper argues for an integrative approach to research on history teachers’ PCK, based on studies of German-speaking history didactics against the backdrop of English-language discourse. A literature review is used to compare existing theories, the elements and methods employed in studies, and their results to discuss future directions. The review reveals that studies on PCK are less prevalent than those focusing on content knowledge or beliefs. The studies are often based on systematic approaches, in which PCK is related to overarching concepts of teachers’ professional competence and examined using quantitative procedures or combinations of qualitative and quantitative methods. However, the studies faced several methodological difficulties. In contrast, qualitative studies on individual aspects of PCK dominate the English language discourse, making it difficult to draw general conclusions. Therefore, approaches from both contexts should be combined to systematically promote PCK among prospective history teachers and enable valid assessments.
This paper argues for an integrative approach to research on history teachers’ PCK, based on studies of German-speaking history didactics against the backdrop of English-language discourse. A literature review is used to compare existing theories, the elements and methods employed in studies, and their results to discuss future directions. The review reveals that studies on PCK are less prevalent than those focusing on content knowledge or beliefs. The studies are often based on systematic approaches, in which PCK is related to overarching concepts of teachers’ professional competence and examined using quantitative procedures or combinations of qualitative and quantitative methods. However, the studies faced several methodological difficulties. In contrast, qualitative studies on individual aspects of PCK dominate the English language discourse, making it difficult to draw general conclusions. Therefore, approaches from both contexts should be combined to systematically promote PCK among prospective history teachers and enable valid assessments.
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Citation
Nitsche, Martin (2026). A review of research on the pedagogical content knowledge
(PCK) of history teachers in German-speaking countries: A plea for an integrated approach. Panta Rei. Revista Digital de Historia y Didáctica de la Historia, 20.
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