Teachers’ pedagogical content knowledge of two specific historical contexts captured and compared

PCK is seen as the transformation of content knowledge and pedagogical into a different type that used to develop carry out teaching strategies. To gain more insight extent which specific, about topics or concepts should be compared. However, researchers have rarely compared teachers’ concrete than one topic. examine dependency PCK, we captured sixteen experienced Dutch history teachers two historical contexts (i.e. topics) using interviews Content Representation questionnaires. Analysis reveals all overlaps, although degree overlap differs. Teachers with relatively are driven by their overarching subject related goals less context they teach. We discuss significance these outcomes for role orientation part PCK.