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Dominant Discourses and Teacher Education: Current Curriculum or Curriculum Remembered
journal contribution
posted on 2023-05-17, 00:20 authored by Johnston, RMResearch 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.
History
Publication title
Asia - Pacific Journal of Teacher EducationVolume
35Issue
4Pagination
351-365ISSN
1359-866XDepartment/School
Faculty of EducationPublisher
RoutledgePlace of publication
UKRights statement
The definitive published version is available online at: http://www.tandf.co.uk/journalsRepository Status
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