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 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
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
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