Literaturnachweis - Detailanzeige
| Autor/in | Smith, Joseph |
|---|---|
| Titel | Scotland's Curriculum for Excellence and History Teachers' Epistemologies: A Case of Curricular Epistemic Socialisation? |
| Quelle | In: Scottish Educational Review, 50 (2018) 1, S.18-35 (18 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0141-9072 |
| Schlagwörter | History Instruction; Epistemology; Secondary School Teachers; Excellence in Education; Foreign Countries; Professional Identity; Teacher Qualifications; Comparative Analysis; Educational Policy; Socialization; Social Studies; Teacher Attitudes; National Curriculum; Educational Change; United Kingdom (Scotland) |
| Abstract | This paper proposes the concept of 'Curricular Epistemic Socialisation' as a process through which the school curriculum shapes the disciplinary epistemologies and identities of high school (11-18) teachers. Drawing on a survey of history teachers in Scotland (n=101), a cohort comparison is made between those trained since the introduction in 2010 of Curriculum for Excellence (CfE) and those who qualified to teach before this. Analysis of this data suggests that the CfE-trained cohort hold weaker subject identities (p=0.0002) and a more instrumental view of the purpose of the subject (p=0.052) than their more experienced colleagues. Although this is a small study, the paper proposes that something stronger than a performative response to policy change. Instead, the evidence implies that curricular framing can encourage teachers to adopt new epistemic frames. The paper concludes by suggesting a qualitative follow-up study to investigate the processes behind this socialisation and teachers' consciousness of it. (As Provided). |
| Anmerkungen | Scottish Educational Review. School of Education, University of Edinburgh, Holyrood Road, Edinburgh EH8 8AQ, Scotland, UK. e-mail: ser@stir.ac.uk; Website: http://www.scotedreview.org.uk |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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