Diverging from the dominant discourse – some implications of conflicting subject understandings in the education of teachersMcCrum, 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 Full text not archived in this repository. It is advisable to refer to the publisher's version if you intend to cite from this work. See Guidance on citing. To link to this item DOI: 10.1080/13664530.2013.837093 Abstract/SummaryThis 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.
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