“I am a secondary teacher and I teach history and SOSE” : negotiating pre-service teacher identities in times of curriculum change
Tambyah, Mallihai Mary (2009) “I am a secondary teacher and I teach history and SOSE” : negotiating pre-service teacher identities in times of curriculum change. Social Educator, 27(2), pp. 13-20.
Secondary social education in Australia is set to change with the new national history curriculum but integrated social education will continue in the middle years of schooling. Competing discourses of disciplinary and integrated social education approaches create new challenges for pre-service teachers as identification with a teaching area is an important aspect of developing a broader teacher identity. Feedback on a compulsory, final year curriculum studies unit revealed the majority of secondary pre-service teachers identified with at least one social science discipline. However, only a small number listed the integrated social education curriculum of Studies of Society and Environment (SOSE), even though SOSE was an essential part of their brief. More complex identities were revealed in post-teaching practice interviews. In times of curriculum change, attention to pre-service teachers’ disciplinary knowledge is critical in developing a stable subject identity.
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|Item Type:||Journal Article|
|Keywords:||Humanities and Social Sciences Curriculum and Pedagogy , Teacher identity, Pre-service teachers, SOSE, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
Past > Schools > School of Cultural & Language Studies in Education
|Copyright Owner:||Copyright 2009 Social Educators Association of Australia|
|Deposited On:||15 Oct 2009 08:20|
|Last Modified:||01 Nov 2014 16:17|
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