2. At the end of the lesson the students
must be able to:
• Discuss the pedagogical content
knowledge in economics;
• Appreciate the importance of
pedagogical content knowledge in
economics; and
• Write and site the difficulties of
Preservice and Inservice teachers in
teaching economics
At the end of the lesson the students must be
able to:
• Discuss the pedagogical content
knowledge in economics;
• Appreciate the importance of
pedagogical content knowledge in
economics; and
• Write and site the challenges of
Preservice and Inservice teachers in
teaching economics
3. What is
Pedagogical Content Knowledge?
Pedagogical content knowledge
refers to the understanding of
how to effectively teach a specific
subject.
In economics, this means having
a deep understanding of both
economic concepts and effective
teaching methods.
4. Active Learning Strategies
is any type of activity during class
that engages learners in deep
thought about the subject matter in
your course.
According to Ayers (2016), should
be employed in order to have an
effective interdisciplinary lesson in
Economics.
5. Declarative Knowledge
Procedural Knowledge
Refers to cognition or
comprehension of explicit
knowledge, or to know
something about someone or
something (know-what).
Refers to the knowledge of how
to perform a specific skill or
task, and is considered
knowledge related to methods,
procedures or operation of
equipment.
6. According to Ayers (2016), the goal of
Economics in high school is not just to help
students conserve and preserve the scarce
resources in the environment. High school
students can also be prepared for democratic
citizenship through teachers who have
pedagogical content knowledge in Economics.
7. • They did not have learning opportunities to experience
integration strategies in their respective teacher
education programs.
Difficulties in demonstrating interdisciplinary
instruction:
• Difficulties integrating lessons in Economics with
other Social Science disciplines with which they
are not familiar.
• Social studies teachers may not have the necessary
training or experience in teaching economics.
• Lack of high-quality interdisciplinary economic
teaching resources available.
8. • Teacher education programs can offer economics
methods courses.
How to address the challenges of interdisciplinary
economic instruction:
• Experiential Learning component in the form of
demonstration teaching.
• Content courses in social science education programs
can be improved and updated to ensure that preservice
social studies teachers have sufficient content
knowledge in economics.
• Extension activities in the form of trainings and
workshops.
• Use of real-word context
