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Reinvigorating social studies: A desire for powerful learning
Citation
Johnston, R, Reinvigorating social studies: A desire for powerful learning, Critical Voices in Teacher Education: Teaching for Social Justice, Springer, B Down and J Smyth (ed), New York, pp. 239-255. ISBN 978-94-007-3973-4 (2012) [Research Book Chapter]
Copyright Statement
Copyright 2012 Springer Netherlands
DOI: doi:10.1007/978-94-007-3974-1_17
Abstract
According to a teacher education study in social studies curriculum (also known as society and environment), taken-for-granted discourses of schooling as well as community discourses appeared to hold sway over the choices pre-service teachers made for children’s learning through fieldwork (or excursions). As a part of several action research cycles, these findings have led to further initiatives; the most recent takes up opportunities offered in the contemporary teacher education context with an emphasis on online and blended learning. In this chapter, I outline this most recent iteration in course design, based on a desire for pre-service teachers to be knowing and powerful agents in their planning decisions. Namely, this chapter focuses on the use of a narrative pedagogy incorporating a richly connected form of critical reflection and analysis.
Item Details
| Item Type: | Research Book Chapter |
|---|---|
| Research Division: | Education |
| Research Group: | Education Systems |
| Research Field: | Higher Education |
| Objective Division: | Education and Training |
| Objective Group: | Curriculum |
| Objective Field: | Syllabus and Curriculum Development |
| UTAS Author: | Johnston, R (Dr Robbie Johnston) |
| ID Code: | 79152 |
| Year Published: | 2012 |
| Deposited By: | Education |
| Deposited On: | 2012-08-20 |
| Last Modified: | 2018-03-29 |
| Downloads: | 0 |
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