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Pre-service teachers and their navigation of controversial issues in the South African history classroom
Dissertation (MEd (Humanities Education))--University of Pretoria, 2024.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2024
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| _version_ | 1867613676768329728 |
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| access_status_str | Open Access |
| author2 | Wassermann, Johan |
| author_browse | Wassermann, Johan |
| author_facet | Wassermann, Johan |
| collection | Thesis |
| dc_rights_str_mv | © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd (Humanities Education))--University of Pretoria, 2024. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/96080 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:56.368Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/96080 Pre-service teachers and their navigation of controversial issues in the South African history classroom Wassermann, Johan u17048542@tuks.co.za Bentrovato, Denise Lawrence, Aidan UCTD Controversial issues History education Pre service teachers Work Integrated learning Sustainable development goals (SDGs) SDG-04: Quality education Education theses SDG-04 SDG-05: Gender equality Education theses SDG-05 Dissertation (MEd (Humanities Education))--University of Pretoria, 2024. This dissertation offers a unique perspective on the teaching of controversial issues by pre-service history teachers during their WIL period by demonstrating that the teaching of controversies is not a stagnant or concrete practice but it is subject to change. It is proposed that the three categories of risk-taking presented in research by Kitson and McCully in 2005 can be expanded upon by two temporal categories that history teachers may select in their navigation of controversies that may emerge within their respective History classrooms. By drawing on ten reflective reports, referred to throughout this study as sea shanties, collected from final year B.Ed. History students at the University of Pretoria, clear navigational routes can be plotted when navigating the controversies that emerged in various manners within the environment that they found themselves in. In a South African context, many of the topics that are present within the current curriculum are rooted in some form of controversy on the lines of race, gender, or class, some being present from the offset and some emerging through the teaching and learning process. Often being brought up by external and internal factors that play a crucial role in the navigational routes of History teachers. A deeper insight into the beliefs and tools that the pre-service History teachers rely on when choosing a navigational route is proposed, allowing for a deeper understanding of how these factors influence their choices and how they handle the controversies that emerge whilst teaching. Through the use of the case study method I analyse the choices that have been made by the pre-service history teachers and the factors that played a crucial role in the choices that they had made along their navigational route. The findings show why and how the pre-service History teachers utilised Kitson and McCully ’s continuum as a navigational choice the pre-service teachers who selected the temporal categories, known as retreating idealists and sinkers, that I propose as a middle ground or halfway point when navigating controversies within the History classroom. Humanities Education MEd Unrestricted Faculty of Education SDG-04: Quality Education 2024-05-20T12:21:39Z 2024-05-20T12:21:39Z 2024-09 2024-02-19 Dissertation * S2024 http://hdl.handle.net/2263/96080 https://doi.org/10.25403/UPresearchdata.24785253 en © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Controversial issues History education Pre service teachers Work Integrated learning Sustainable development goals (SDGs) SDG-04: Quality education Education theses SDG-04 SDG-05: Gender equality Education theses SDG-05 Pre-service teachers and their navigation of controversial issues in the South African history classroom |
| title | Pre-service teachers and their navigation of controversial issues in the South African history classroom |
| title_full | Pre-service teachers and their navigation of controversial issues in the South African history classroom |
| title_fullStr | Pre-service teachers and their navigation of controversial issues in the South African history classroom |
| title_full_unstemmed | Pre-service teachers and their navigation of controversial issues in the South African history classroom |
| title_short | Pre-service teachers and their navigation of controversial issues in the South African history classroom |
| title_sort | pre service teachers and their navigation of controversial issues in the south african history classroom |
| topic | UCTD Controversial issues History education Pre service teachers Work Integrated learning Sustainable development goals (SDGs) SDG-04: Quality education Education theses SDG-04 SDG-05: Gender equality Education theses SDG-05 |
| url | http://hdl.handle.net/2263/96080 https://doi.org/10.25403/UPresearchdata.24785253 |