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Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth Over Three Years
Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth Over Three Years
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Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth Over Three Years

Monte-Sano, Chauncey ; Budano, Christopher

The Journal of the learning sciences, 2013-04, Vol.22 (2), p.171-211 [Periódico revisado por pares]

Philadelphia: Taylor & Francis Group

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Learning to Open Up History for Students: Preservice Teachers’ Emerging Pedagogical Content Knowledge
Learning to Open Up History for Students: Preservice Teachers’ Emerging Pedagogical Content Knowledge
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Learning to Open Up History for Students: Preservice Teachers’ Emerging Pedagogical Content Knowledge

Monte-Sano, Chauncey

Journal of teacher education, 2011-05, Vol.62 (3), p.260-272 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publications

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Successes and Challenges in Learning to Teach History as Inquiry: Novices' Uptake of Core Practices
Successes and Challenges in Learning to Teach History as Inquiry: Novices' Uptake of Core Practices
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Successes and Challenges in Learning to Teach History as Inquiry: Novices' Uptake of Core Practices

Monte-Sano, Chauncey ; Bordonaro, Anne ; Aumen, Jared

The History teacher (Long Beach, Calif.), 2020-08, Vol.53 (4), p.675-706 [Periódico revisado por pares]

Society for History Education

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Becoming an “Expert” Social Studies Teacher
Becoming an “Expert” Social Studies Teacher
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Becoming an “Expert” Social Studies Teacher

Crocco, Margaret Smith ; Livingston, Ellen Manfra, Meghan McGlinn ; Bolick, Cheryl Mason

The Wiley Handbook of Social Studies Research, 2017, p.360-384

Hoboken, NJ, USA: John Wiley & Sons, Inc

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