Article thumbnail
Location of Repository

Dealing with unfinished business : preparing pre-service social education teachers for curriculum change

By Deborah J. Henderson

Abstract

Pre-service teacher education is unfinished business. New social education teachers face the challenge of fluid policy environments in which curriculum content and pedagogy are continually changing. The evolving Australian curriculum is the most recent example of such fluidity with its emphasis on shifting the educational agenda to a focus on discipline-based approaches. This paper addresses the concerns of final year pre-service and early career social education teachers, in terms of their professional development needs, by drawing on the findings of a pilot study with students and recent graduates from a university in south-east Queensland. It concludes that social education curriculum units which embed links to professional practice and professional development in teaching, learning and assessment may provide the way forward for enhancing the transition to practice for beginning teachers and assist them in navigating constant change

Topics: 130103 Higher Education, 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics Business and Management), 130313 Teacher Education and Professional Development of Educators, teacher education, social education, curriculum change, Australian curriculum, national curriculum, professional development, teacher preparation, teaching, HERN
Publisher: Social Educators Association of Australia
Year: 2012
OAI identifier: oai:eprints.qut.edu.au:51463
Download PDF:
Sorry, we are unable to provide the full text but you may find it at the following location(s):
  • https://eprints.qut.edu.au/514... (external link)
  • https://eprints.qut.edu.au/514... (external link)
  • Suggested articles


    To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.