Description:
Discusses community discourses that pose tensions for educators and community groups wanting to involve children as authentic community decision makers.
Description:
Discusses community discourses that pose tensions for educators and community groups wanting to involve children as authentic community decision makers.
Description:
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.
Description:
At the University of Ballarat, pre-service teachers (PSTs) in their second year of the Bachelor of Education (P-10) are required to plan community-based teaching and learning in conjunction with school students, their teachers and schools along with community organizations. These requirements are in synergy with curriculum developments in schools and appear to be valued by them. In this paper, the implementation of community-based teaching and learning programs developed by PSTs is examined for educational and organizational issues that shaped the outcomes for PSTs. The paper highlights a number of consistent themes that throw light on factors that appear to affect the success of such pre-service courses. These insights contribute to the understanding of community-based PST education curricula and pedagogies as an important and emerging area of interest.
Description:
At the University of Ballarat, pre-service teachers (PSTs) in their second year of the Bachelor of Education (P-10) are required to plan community-based teaching and learning in conjunction with school students, their teachers and schools along with community organizations. These requirements are in synergy with curriculum developments in schools and appear to be valued by them. In this paper, the implementation of community-based teaching and learning programs developed by PSTs is examined for educational and organizational issues that shaped the outcomes for PSTs. The paper highlights a number of consistent themes that throw light on factors that appear to affect the success of such pre-service courses. These insights contribute to the understanding of community-based PST education curricula and pedagogies as an important and emerging area of interest.
Description:
At the University of Ballarat, pre-service teachers (PSTs) in their second year of the Bachelor of Education (P-10) are required to plan community-based teaching and learning in conjunction with school students, their teachers and schools along with community organisations. These requirements are in synergy with curriculum developments in schools and appear to be valued by them. While the transformative potential of community-based teaching and learning for teacher educators is acknowledged, there is a clear need for more research into the factors which underlie the success or otherwise of such approaches. In this paper, the implementation of community-based teaching and learning programs developed by pre-service teachers is examined for educational and organisational issues that shaped the outcomes for students. The paper highlights a number of consistent themes that throw light on factors that appear to affect the success of such pre-service courses. These insights contribute to the understanding of community-based pre-service teacher education curricula and pedagogies as an important and emerging area of interest.
Description:
At the University of Ballarat, pre-service teachers (PSTs) in their second year of the Bachelor of Education (P-10) are required to plan community-based teaching and learning in conjunction with school students, their teachers and schools along with community organisations. These requirements are in synergy with curriculum developments in schools and appear to be valued by them. While the transformative potential of community-based teaching and learning for teacher educators is acknowledged, there is a clear need for more research into the factors which underlie the success or otherwise of such approaches. In this paper, the implementation of community-based teaching and learning programs developed by pre-service teachers is examined for educational and organisational issues that shaped the outcomes for students. The paper highlights a number of consistent themes that throw light on factors that appear to affect the success of such pre-service courses. These insights contribute to the understanding of community-based pre-service teacher education curricula and pedagogies as an important and emerging area of interest.
Description:
In connection with the dominant discourses of policy blueprints, the critical discourse analysis (CDA) discussed in this paper aims to elucidate some of the potential tensions which may lead to the widely reported unpopularity of the learning area known as Studies of Society and Environment (SOSE)-along with possibilities presented by these findings. Findings from the study discussed in the paper pointed to three dominant discourses that seemed to be highly influential in shaping pre-service teachers' choices: a discourse of comminity, a discourse of the local environment and a discourse of history. These findings are significant in that they shed new light on the tensions between the dominant discourses of SOSE and the contested global environment in which students
Description:
This paper explores the connections between place-based learning and opportunities for fostering multidimensional citizenship and recognition of difference. The paper is based on longitudinal research exploring the kinds of field sites selected for children’s learning. Findings suggested that these selected places tended to be high status sites chosen as places unlikely to raise contentious issues. The paper draws upon research and literature in the fields of cultural and social geography as well as civic and citizenship education in considering the ramifications of such decisions for multidimensional citizenship in the contemporary world. Some of the reasons shaping these choices are introduced; the limitations of such fieldwork choices are also highlighted. The paper suggests an alternative vision for place-based learning which is associated with recognition of place and space as contested, globally connected and always being negotiated. The implications are discussed in connection with specific sites in a regional Australian city. The locations considered in this paper are selected as generic kinds of places and spaces. The pedagogical potential for learning in similar kinds of sites in other contexts is considered.