Teacher identity: Some issues raised by the problematic nature of SOSE
Tambyah, Mallihai M. (2008) Teacher identity: Some issues raised by the problematic nature of SOSE. Curriculum Perspectives, 28(1), pp. 69-74.
SOSE teachers’ subject content knowledge and its influence on teachers’ professional identity is an issue raised by the complex nature of SOSE. The scope of an integrated humanities curriculum such as SOSE creates questions of subject expertise and pedagogical content knowledge for middle school teachers. For example, in Queensland, SOSE is taught in the middle school by specialist secondary teachers of history or geography and generalist teachers working in middle schools. The object of this paper is to review the literature on the teaching of SOSE and identify the influence of subject knowledge on SOSE teachers’ identity. Analysis of the literature reveals that SOSE teachers’ professionalism and identity may be based on flexible notions of professionalism rather than subject specialisation.
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|Item Type:||Journal Article|
|Keywords:||SOSE, knowledge, base for teaching, teacher professionalism, subject identity|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)|
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Secondary Education (130106)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics Business and Management) (130205)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
Past > Schools > School of Cultural & Language Studies in Education
|Copyright Owner:||Copyright 2008 ACSA|
|Deposited On:||29 Sep 2008|
|Last Modified:||28 Feb 2012 15:01|
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