Beliefs of Experienced and Student Teachers about the Nature and Purpose of Social Studies Education in New Zealand Elementary Schools

Autor/inn/en	Hawe, Eleanor M.; Browne, Isabel; Siteine, Alexis; Tuck, Bryan
Titel	Beliefs of Experienced and Student Teachers about the Nature and Purpose of Social Studies Education in New Zealand Elementary Schools
Quelle	In: Asia Pacific Journal of Education, 30 (2010) 3, S.289-304 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
Schlagwörter	Student Teachers; Citizenship; Citizenship Education; Factor Analysis; Foreign Countries; Social Studies; Teacher Attitudes; Elementary School Teachers; Student Teacher Attitudes; Teaching Experience; Knowledge Base for Teaching; New Zealand + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Staatsbürgerschaft; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Faktorenanalyse; Ausland; Gemeinschaftskunde; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching theory; Theory of teaching; Unterrichtstheorie; Neuseeland
Abstract	This paper reports on an investigation carried out in New Zealand into experienced elementary and student teachers' beliefs about the nature and purpose of social studies education. Since its inclusion in New Zealand's curriculum, social studies has been organized around the notion of citizenship education with curricula and programmes of work influenced by four overarching "traditions"--social studies as: citizenship transmission; social science; reflective inquiry; and personal, social and ethical empowerment. A 20-item scale based on these traditions was administered to 228 student teachers and 64 experienced teachers. A factor analysis indicated that participants' perceptions of the dimensions of social studies education were, with one exception, reasonably close to the four traditions. Despite the contested nature of social studies, the student and experienced teachers held similar positions on the relative importance of the traditions and dimensions. It is argued that this agreement arises, wholly or in part, from their common "apprenticeship of experience" in classrooms, the broader socio-historical context in which their beliefs were developed, the widespread influence of a prevalent educational discourse, and a shared lack of experience in formal knowledge associated with specific social science disciplines. It was concluded that the uncomfortable generational encounters often reported in the literature between novice and experienced teachers are unlikely to occur in relation to the teaching of elementary social studies in New Zealand. (Contains 1 table and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10