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Diverging from the dominant discourse- some implications of conflicting subject understandings in the education of teachers

McCrum, E. (2013) Diverging from the dominant discourse- some implications of conflicting subject understandings in the education of teachers. Teacher Development, 17 (4). pp. 465-477. ISSN 1747-5120

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To link to this item DOI: 10.1080/13664530.2013.837093

Abstract/Summary

This paper addresses beginning teachers thinking about the nature and purposes of their subject and the impact of this on their practice. Individual qualitative interviews were undertaken with 11 history teachers at the beginning of their teaching careers. Data was analysed using writing as the method of analysis and revealed that teachers whose thinking was at odds with dominant discourses, for example in the form of a national curriculum, encountered difficulties embracing pedagogies and aspects of the curriculum that do not accord with their own deep-seated beliefs, demonstrating a need for the initial training and professional development of teachers to forefront consideration of subject understandings.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education
ID Code:34038
Publisher:Taylor & Francis

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