ABSTRACT
Experienced social studies teachers know their subject matter differently than novice teachers do. They have developed pedagogical content knowledge in the subject they teach. Central to the pedagogical content knowledge of experienced social studies teachers are the curriculum stories they use to organize content in their curriculum. This study describes and compares the pedagogical content knowledge of experienced and novice social studies teachers. Especially, the study focuses on the curriculum storymaking of experienced teachers and the novice teachers’ attempts at creating such powerful curriculum devices. Data analysis draws on Shulman’s (1987) ‘Model of Pedagogical Reasoning and Action’ and Applebee’s (1978) modification of Vygotsky’s (1962) stages of development. It illuminates dimensions in the curriculum storymaking of experts and novices that ranges from the simple, concrete and factual to the more inclusive, powerful and economic ideas.
