- Title
- Dominant discourses and teacher education : Current curriculum or curriculum remembered?
- Creator
- Johnston, Robbie
- Date
- 2007
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/33534
- Identifier
- vital:456
- Identifier
-
https://doi.org/10.1080/13598660701611396
- Identifier
- ISSN:1359-866X
- Abstract
- Research findings from a longitudinal, classroom-based study of Bachelor of Education students in Tasmania suggest that three dominant discourses of schooling are powerful shapers of pre-service teachers' pedagogical decisions in relation to the teaching of SOSE (studies of society and environment). These discourses appear to inform teaching practices and contribute to uncritical SOSE learning experiences for children. The findings from this naturalistic research grounded in teacher education suggest that teacher preparation programs should encourage far greater critical reflection on curriculum documents. In particular, the findings highlight tensions for teacher educators in selecting between experiential and/or interdisciplinary, critical approaches to teacher education. These issues are illustrated in the teaching of SOSE as locality focused knowledge. What this means for the selection of fieldwork sites for children's learning and teacher education pedagogies is explored in this paper.; C1
- Publisher
- Routledge (Taylor & Francis)
- Relation
- Asia-Pacific Journal of Teacher Education Vol. 35, no. 4 (Nov 2007), p. 351-365
- Rights
- Copyright Taylor & Francis
- Rights
- This metadata is freely available under a CCO license
- Subject
- 1303 Specialist Studies In Education; Pedagogical issues; Teacher development
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