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      Connecting key competencies and social inquiry in primary social studies pedagogy: initial teacher education students' planning decisions and reflections.

      Hunter, Philippa Anne; Keown, Paul Ashley; Wynyard, Jill
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      Hunter connecting.pdf
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      DOI
       10.15663/wje.v15i1.122
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      Hunter, P., Keown, P. & Wynyard, J. (2010). Connecting key competencies and social inquiry in primary social studies pedagogy: initial teacher education students' planning decisions and reflections. Waikato Journal of Education, 15(1), 49-64.
      Permanent Research Commons link: https://hdl.handle.net/10289/6168
      Abstract
      Over 2007-2009 we have worked with the national curriculum's key competencies to establish their place and purpose in the social sciences learning area. As a result, our initial teacher education (ITE) primary social studies programmes involve pedagogy that conceives key competencies as analogous to social inquiry thinking and skills processes. Our team was keen to research ways ITE students identify and embed key competencies in their social inquiry planning decisions. The research also sought student reflection of how engagement with key competencies might influence their future social studies teaching and learning. The article offers a storying of ways the curriculum element of key competencies has been developed, implemented, researched and reflected upon within ITE primary social studies curriculum.
      Date
      2010
      Type
      Journal Article
      Publisher
      Faculty of Education, University of Waikato
      Rights
      © 2010 Waikato Journal of Education. It is posted here by permission for personal use.
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      • Education Papers [1411]
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