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“I am a secondary teacher and I teach history and SOSE” : negotiating pre-service teacher identities in times of curriculum change

机译：“我是中学老师，我在教历史和SOSE”：在课程变更时就职前教师身份进行谈判

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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. ud

机译：澳大利亚的中学社会教育将随着新的国家历史课程而发生变化，但综合的社会教育将在学业中期继续进行。学科和综合社会教育方法的竞争性话语对职前教师提出了新的挑战，因为与教学区的认同是发展更广泛的教师身份的重要方面。对一个必修的，最后一年的课程学习单元的反馈显示，大多数中学前任职教师至少被确定为一门社会科学学科。但是，只有少数人列出了《社会与环境研究》（SOSE）的综合社会教育课程，尽管SOSE是其简介中必不可少的一部分。在教学后的访谈中发现了更复杂的身份。在课程变化的时候，关注岗前教师的学科知识对于建立稳定的学科身份至关重要。 ud

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Tambyah Mallihai Mary;
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年度 2009
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“I am a secondary teacher and I teach history and SOSE” : negotiating pre-service teacher identities in times of curriculum change

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