LESSON 10 : TEACHING PEDAGOGICAL KNOWLEDGE: UNDERSTANDING THE
PROCESS OF HISTORICAL INQUIRY
What is Pedagogical knowledge?
Pedagogical knowledge refers to the specialized understanding that teachers possess for creating
effective teaching and learning environments for all students. It goes beyond subject matter
expertise and encompasses strategies, techniques, and approaches that facilitate student learning.
Five Practical Applications of Pedagogical Knowledge
1. Differentiated Instruction:
o Pedagogical knowledge helps educators tailor their teaching methods to meet the
diverse needs of students.
o By understanding individual learning styles, preferences, and abilities, teachers
can adapt their instruction.
o For example, a teacher might use visual aids for visual learners, hands-on
activities for kinesthetic learners, and discussions for auditory learners.
2. Formative Assessment:
o Pedagogical knowledge guides teachers in assessing student progress during the
learning process.
o Formative assessments provide ongoing feedback to both teachers and students.
o Teachers can adjust their teaching strategies based on formative assessment
results to address student misconceptions and enhance learning.
3. Historical Thinking Skills:
o Pedagogical content knowledge (PCK) specific to history enables teachers to
foster historical thinking skills.
o These skills include analyzing primary sources, evaluating evidence,
understanding historical context, and constructing historical narratives.
o Teachers can design engaging activities that promote critical thinking and
historical inquiry, such as analyzing historical documents or debating historical
events.
4. Inquiry-Based Learning:
o Pedagogical approaches that emphasize inquiry-based learning encourage
students to explore historical questions independently.
o Teachers can guide students through research, source analysis, and interpretation.
o By posing open-ended questions and encouraging curiosity, teachers facilitate
historical inquiry and promote deeper understanding.
5. Connecting Past and Present:
o Pedagogical knowledge allows teachers to bridge historical events with
contemporary issues.
o Teachers can help students see the relevance of history by drawing connections
between past events and current societal challenges.
o For instance, discussing historical civil rights movements in the context of
present-day social justice movements fosters critical awareness.
The Pedagogical Knowledge related to understanding the process of Historical Inquiry
Historical inquiry is the process of “doing history”. It is a cyclical process that begins with the
asking of guiding historical questions. This is followed by locating and analyzing historical sources
to establish historical evidence.
Process of Historical Inquiry How to analyze and interpret primary and secondary sources.
Primary sources are direct or firsthand evidence from the past. They include documents, artifacts,
photographs, letters, diaries, and eyewitness accounts created during the historical period being
studied.
Secondary sources are interpretations or analyses of primary sources. They are created by
historians, scholars, or researchers after the fact.
Challenges and Criticisms related to teaching pedagogical knowledge in the context of
Historical Inquiry:
1. Balancing Content and Pedagogy:
o One challenge is finding the right balance between content knowledge (what to
teach) and pedagogical knowledge (how to teach).
o History teachers need a deep understanding of historical events, concepts, and
contexts, but they also need effective teaching strategies.
o Striking this balance can be difficult, especially when faced with time constraints
and curriculum requirements.
2. Historical Thinking Skills Integration:
o Teaching historical thinking skills (such as analyzing primary sources, evaluating
evidence, and understanding historical context) is crucial.
o However, integrating these skills seamlessly into the curriculum can be
challenging.
o Some teachers struggle to design activities that authentically engage students in
historical inquiry.
3. Navigating Diverse Perspectives:
o Historical inquiry involves examining multiple perspectives and interpretations.
o Teachers must navigate diverse viewpoints, including those that challenge
dominant narratives.
o Balancing inclusivity, accuracy, and sensitivity can be complex.
4. Assessment Challenges:
o Assessing historical thinking skills is not straightforward.
o Traditional assessments (such as multiple-choice tests) may not capture students’
ability to think historically.
o Designing authentic assessments that reflect inquiry-based learning can be time-
consuming.
5. Teacher Preparation and Professional Development:
o Preparing history teachers to effectively teach historical inquiry requires robust
teacher education programs.
o However, not all programs adequately address historical thinking skills.
o Ongoing professional development is essential to keep teachers updated and
confident in their pedagogical approaches.
