Mapping expertise in social science teaching: the professional development of a beginning teacher

Article


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, pp. 4-13.
Article Title

Mapping expertise in social science teaching: the professional development of a beginning teacher

Article CategoryArticle
AuthorsReitano, Paul (Author) and Green, Nicole (Author)
Journal TitleCritical and Reflective Practice in Education
Journal Citation3, pp. 4-13
Number of Pages10
Year2012
Place of PublicationPlymouth, United Kingdom
Web Address (URL)http://www.marjon.ac.uk/research/criticalandreflectivepracticeineducation/volume3/Reitano%20&%20Green%20CRPE%20v04.pdf
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.

ANZSRC Field of Research 2020390107. Humanities and social sciences curriculum and pedagogy (excl. economics, business and management)
390307. Teacher education and professional development of educators
390303. Higher education
Public Notes

Copyright 2012 University College Plymouth St Mark & St John. This publication is copyright. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source.

Byline AffiliationsGriffith University
School of Teacher Education and Early Childhood
Institution of OriginUniversity of Southern Queensland
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