ERIC Number: EJ777057
Record Type: Journal
Publication Date: 2007-Nov
Reference Count: 52
Dominant Discourses and Teacher Education: Current Curriculum or Curriculum Remembered?
Asia-Pacific Journal of Teacher Education, v35 n4 p351-365 Nov 2007
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.
Descriptors: Teaching Methods, Teacher Educators, Preservice Teacher Education, Longitudinal Studies, Foreign Countries, Learning Experience, Interdisciplinary Approach, Experiential Learning, Discourse Analysis, Curriculum
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Australia