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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
Author:Johnston, R (Dr Robbie Johnston)
ID Code:79152
Year Published:2012
Deposited By:Education
Deposited On:2012-08-20
Last Modified:2017-12-14
Downloads:0

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