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Content vs process : reflections on pre-service primary teachers’ approach to integrated social education

Tambyah, Mallihai M. (2008) Content vs process : reflections on pre-service primary teachers’ approach to integrated social education. In AARE 2007 International Educatinal Research Conference : Research Impacts : Proving or Improving?, 25-29 November 2007, Fremantle, W.A.

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Abstract

The essential knowledge base of teaching centres on subject content knowledge, pedagogical content knowledge and curricular knowledge. This paper investigates, from the perspective of teacher educators, what levels of subject content knowledge are needed by primary teachers in order to teach an integrated social education curriculum effectively. During their university studies, pre-service primary teachers need the opportunity to engage with the curriculum, the theory and practice of social education and develop viable classroom units. Drawing on the reflective practitioner model of teaching, this paper examines the views of five teacher educators involved in the teaching of an undergraduate university subject in integrated social education (SOSE) curriculum. Data gathered from teacher educators’ personal reflections and follow-up structured group discussion indicate that subject content knowledge, as revealed in SOSE units was often superficial, while understanding of concepts and skills was also sometimes limited. However, understanding of the inquiry learning process, which is fundamental to social education, was much stronger. This preliminary study adds to an on-going debate on where the focus of pre-service teacher education should be regarding essential knowledge for teachers.

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ID Code: 20455
Item Type: Conference Paper
Additional URLs:
Keywords: knowledge base, primary teachers, integrated social education
Subjects: 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)
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) > Primary Education (excl. Maori) (130105)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Cultural & Language Studies in Education
Copyright Owner: Copyright 2008 Mallihai M. Tambyah
Deposited On: 14 May 2009 08:15
Last Modified: 09 Jun 2010 23:38

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