Dominant Discourses and Teacher Education: Current Curriculum or Curriculum Remembered?

Autor/in	Johnston, Robbie
Titel	Dominant Discourses and Teacher Education: Current Curriculum or Curriculum Remembered?
Quelle	In: Asia-Pacific Journal of Teacher Education, 35 (2007) 4, S.351-365 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
Schlagwörter	Teaching Methods; Teacher Educators; Preservice Teacher Education; Longitudinal Studies; Foreign Countries; Learning Experience; Interdisciplinary Approach; Experiential Learning; Discourse Analysis; Curriculum; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehramtsstudiengang; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Lernerfahrung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Experiental learning; Erfahrungsorientiertes Lernen; Diskursanalyse; Curricula; Lehrplan; Rahmenplan; Australien
Abstract	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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10