Blending Pedagogy and Content: A New Curriculum for Museum Teachers

January 1st, 2006 | RESEARCH

This article examines how curriculum studies can inform training and development programs for museum teachers (docents, interpreters, guides, gallery educators, and so on). It focuses on the results o fa year-long study done with eight museum teachers in three Canadian informal learning settings. A key aim of this research was to examine the question of how museum teachers believe they learn to teach. The challenges and complexities of museum teaching are revealed and analyzed in order to identify effective approaches to training and development. While agreeing that all aspects of teacher understanding are important, the author concludes that pedagogical content knowledge, or the blending of content and pedagogy, is the area on which museums must focus in order to fulfill the potential of museum teachers and teaching.


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Team Members

M. Christine Castle, Author, Museum Education Monitor


Publication: Journal of Museum Education
Volume: 31
Number: 2
Page(s): 123

Related URLs

Full Text


Audience: Museum | ISE Professionals
Discipline: Education and learning science
Resource Type: Peer-reviewed article | Research Products
Environment Type: Museum and Science Center Programs | Professional Development | Conferences | Networks | Professional Development and Workshops | Public Programs