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The Relevance of Social Sciences Teacher Education Programme in Preparing Effective Secondary School Educators

The Relevance of Social Sciences Teacher Education Programme in Preparing Effective Secondary School Educators

Seema Goburdhun, Jay Ramsaha
Copyright: © 2017 |Volume: 8 |Issue: 2 |Pages: 12
ISSN: 1947-8429|EISSN: 1947-8437|EISBN13: 9781522514367|DOI: 10.4018/IJKSR.2017040101
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MLA

Goburdhun, Seema, and Jay Ramsaha. "The Relevance of Social Sciences Teacher Education Programme in Preparing Effective Secondary School Educators." IJKSR vol.8, no.2 2017: pp.1-12. http://doi.org/10.4018/IJKSR.2017040101

APA

Goburdhun, S. & Ramsaha, J. (2017). The Relevance of Social Sciences Teacher Education Programme in Preparing Effective Secondary School Educators. International Journal of Knowledge Society Research (IJKSR), 8(2), 1-12. http://doi.org/10.4018/IJKSR.2017040101

Chicago

Goburdhun, Seema, and Jay Ramsaha. "The Relevance of Social Sciences Teacher Education Programme in Preparing Effective Secondary School Educators," International Journal of Knowledge Society Research (IJKSR) 8, no.2: 1-12. http://doi.org/10.4018/IJKSR.2017040101

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Abstract

In Mauritius, the teaching of social studies presents educators with a unique set of challenges, as they are expected to have multi-disciplinary knowledge and multi-dimensional skills to be effective in classrooms. Many of these social studies educators have undertaken the PGCE (Post Graduate Certificate in Education) course offered by the Mauritius Institute of Education (MIE), which is the leading teacher training institute in the country. This paper explores the relevance of the social sciences teacher education programme offered by the MIE in preparing secondary school educators to meet the challenges in their practice in the wake of current curricular reforms. The study used focus group discussions as the main tool to gather in depth views of the participants. Preliminary findings tend to show that although educators may possess skills, lack of mastery in multi-disciplinary knowledge influences their proficiency in classrooms. An analysis of the different modules of the social sciences programme also shows a gap between the educators' needs and the modules offered.

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