Will they know enough? Pre-service primary teachers' knowledge base for teaching intergrated social sciences
Data(s) |
2008
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Resumo |
A significant issue in primary teacher education is developing a knowledge base which prepares teachers to teach in a range of subject areas. In Australia, the problem in primary social science education is compounded by the integrated nature of the key learning area of Studies of Society and Environment (SOSE). Recent debates on teaching integrated social sciences omit discussions on the knowledge base for teaching. In this paper, a case study approach is used to investigate primary pre-service teachers’ approaches to developing a knowledge base in designing a SOSE curriculum unit. Data from five teacher-educators who taught primary SOSE curriculum indicates that novice teachers’ subject content knowledge, as revealed through their curriculum planning, lacked a disciplinary basis. However, understanding of inquiry learning, which is fundamental to social science education, was much stronger. This paper identifies a gap in the scholarship on teaching integrated social science and illustrates the need to support and develop primary teachers’ disciplinary knowledge in teacher education. |
Formato |
application/pdf |
Identificador | |
Publicador |
Social science Press |
Relação |
http://eprints.qut.edu.au/30870/1/know_enough.pdf http://ro.ecu.edu.au/ajte/vol33/iss6/4/ Tambyah, Mallihai (2008) Will they know enough? Pre-service primary teachers' knowledge base for teaching intergrated social sciences. Australian Journal of teacher Education, 33(6), pp. 44-60. |
Fonte |
Office of Education Research; Faculty of Education |
Palavras-Chave | #130105 Primary Education (excl. Maori) #130205 Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics Business and Management) #130313 Teacher Education and Professional Development of Educators #Primary Teachers, Integrated Social Science, Teachers' Knowledge Base, SOSE #HERN |
Tipo |
Journal Article |