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ERIC Number: EJ1073914
Record Type: Journal
Publication Date: 2004
Pages: 11
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: ISSN-1191-162X
Embracing Ambiguity in the Artefacts of the Past: Teacher Identity and Pedagogy
Barty, Lisa
Canadian Social Studies, v38 n3 Spr 2004
In this paper, the author considers the correlation between the construct of teacher identity and pedagogical choice, with specific reference to secondary social studies teachers and their use of primary sources in the classroom. After a brief review of the benefits and challenges of using primary sources in the classroom, the author concludes that the more pervasive challenge to using primary sources is pedagogical rather than pragmatic, and that pedagogy is intrinsically linked to teacher identity formation. The literature suggests that the construct of teacher identity is influenced by many factors, from individual experience and teacher training, to sociocultural discourses relating to nationalism. The article concludes with a variety of suggestions of ways in which teacher educators can promote both reflective preservice teaching, and encourage wider use of primary sources in social studies classrooms as an effective pedagogical strategy in an increasingly global society.
University of Alberta. 347 Education South, Edmonton, Alberta T6G 2G5, Canada. Web site: http://www2.education.ualberta.ca/css/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A