Mapping expertise in social science teaching: The professional development of a beginning teacher
Reitano, Paul and Green, Nicole (2012) Mapping expertise in social science teaching: The professional development of a beginning teacher. Critical and Reflective Practice in Education, 3. ISSN 2040-4735
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Abstract
This paper reports on a longitudinal study of a preservice teacher, Johannes, as he moved from his 4th (and final year) year of teacher education studies in an urban university in Australia, to his first year of social science teaching in a secondary school. From the outset of the study Johannes indicated a passion, commitment and understandings of good Social Science teaching. The study used concept mapping and think aloud protocol to elicit Johannes’ evolving understandings over a twelve-month period. The findings indicate that he was well on his way to becoming an accomplished teacher in the Social Sciences. Johannes acknowledged that the concept mapping exercises assisted him in reflecting on his knowledge structures and facilitated him in making explicit his implicit understandings of classroom teaching.
| Item Type: | Article |
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| Keywords: | teaching strategies, teaching situations, ownership, concept mapping, reflective teaching, pedagogical content knowledge, knowledge structures, knowledge bases, subordinate, superordinate, text, uncertainty, propositional, Social Science(s), assimilation, |
| Depositing User: | Ms Raisa Burton |
| Date Deposited: | 24 Jul 2020 10:56 |
| Last Modified: | 26 Sep 2023 13:11 |
| URI: | https://marjon.repository.guildhe.ac.uk/id/eprint/17593 |
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