This research supports the on-going national research that has accompanied the
development and implementation of the New Zealand Ministry of Education's social
studies curriculum exemplars (2004). A social studies exemplar is a sample of authentic
student work annotated to illustrate learning, achievement and quality in relation to levels 1-
5 of Social Studies in the New Zealand Curriculum (SSNZC, 1997). The aim of the research
was to support teachers to implement the social studies curriculum exemplars in informed
ways by encouraging and promoting the use of the social studies exemplars as models of
quality social studies teaching. This small scale qualitative research was undertaken by a
syndicate of four Years 5/6 teachers and the researcher. The four primary teachers assumed
roles of teacher-researchers and worked together collegially with the researcher within a
community of practice to co-construct the research process. The research involved
incorporating aspects of the exemplars into their social studies programmes during 2006.
The community of practice engaged in regular collegial conversations relating to the
exemplars. Three of these narratives were taped semi-structured conversations captured in
situ. Transcripts of student-teacher conversations were collected, analysed and commented
upon to provide some information about student learning outcomes in relation to the
exemplars.
The notion of reciprocity underpinned this research, since it involved the researcher being
willing to contribute to the research in return for the teachers' time and involvement in the
study. The support and guidance provided by the researcher was provided as an outcome of
her experience in teaching social studies for the School of Education.
The research takes into account contemporary ideas about learning and teaching theory, as
well as the nature of social studies pedagogy. It examines the implications of sociocultural
processes for learning with its emphasis on interaction and collaborative learning
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environments. The research context and the methodology were informed by new
understandings about the empowerment of teachers implementing their own professional
development and conducting research into their own practice.
This research makes a contribution to the field of social studies curriculum and wider
professional contexts by informing pre-service teachers' understandings of the intent and
use of the New Zealand Ministry of Education's social studies curriculum exemplars.
Additionally, it supports in-service social studies professional development, illustrates
processes around communities of practice and exemplifies social studies pedagogy.
