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ERIC Number: EJ1021684
Record Type: Journal
Publication Date: 2013
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1366-4530
Diverging from the Dominant Discourse -- Some Implications of Conflicting Subject Understandings in the Education of Teachers
McCrum, Elizabeth
Teacher Development, v17 n4 p465-477 2013
This paper addresses beginning teachers thinking about the nature and purposes of their subject and the impact of this on their practice. Individual qualitative interviews were undertaken with 11 history teachers at the beginning of their teaching careers. Data was analysed using writing as the method of analysis and revealed that teachers whose thinking was at odds with dominant discourses, for example in the form of a national curriculum, encountered difficulties embracing pedagogies and aspects of the curriculum that do not accord with their own deep-seated beliefs, demonstrating a need for the initial training and professional development of teachers to forefront consideration of subject understandings.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A