Using videography to promote pedagogical content knowledge in a geography method’s course
This paper reports on a case study of six preservice teachers who studied a 9-week course of senior secondary Geography for their education studies. Participants were videotaped teaching a geographical skill to their peers, and were then interviewed using video stimulated recall. The interviews were transcribed and categorised according to Shulman's (1987) knowledge base of teaching. The research sought to identify participants' understanding of pedagogical content knowledge, while at the same time the video stimulated recall interviews gave participants the opportunity to reflect on their own teaching and observe their peers commenting on their teaching. This research suggests that the use of video stimulated recall helps promote an understanding of pedagogical content knowledge and therefore reduce the mismatch of geography pedagogical skills between university methods course and the pedagogies that place in geography classrooms.
International Journal of Pedagogies and Learning
Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)