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Dominant Discourses and Teacher Education: Current Curriculum or Curriculum Remembered


Johnston, RM, Dominant Discourses and Teacher Education: Current Curriculum or Curriculum Remembered, Asia - Pacific Journal of Teacher Education, 35, (4) pp. 351-365. ISSN 1359-866X (2007) [Refereed Article]

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DOI: doi:10.1080/13598660701611396


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.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Education systems
Research Field:Teacher education and professional development of educators
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teacher and instructor development
UTAS Author:Johnston, RM (Dr Robbie Johnston)
ID Code:58397
Year Published:2007
Web of Science® Times Cited:5
Deposited By:Education
Deposited On:2009-10-01
Last Modified:2010-03-03

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