UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

Conceptions of economics pre-service teachers' use of subject knowledge in teaching economics and commerce at secondary schools in Brunei Darussalam

Jawawi, Rosmawijah; (2009) Conceptions of economics pre-service teachers' use of subject knowledge in teaching economics and commerce at secondary schools in Brunei Darussalam. Doctoral thesis , Institute of Education, University of London. Green open access

[thumbnail of JAWAWI, R_Redacted.pdf]
Preview
Text
JAWAWI, R_Redacted.pdf - Accepted Version
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (4MB) | Preview
[thumbnail of JAWAWI, R.pdf] Text
JAWAWI, R.pdf - Accepted Version
Access restricted to UCL open access staff
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (4MB)

Abstract

The research focuses on how economics pre-service teachers use their subject knowledge to teach economics and commerce during their teaching practice. The research highlights the paradoxical nature of economics as a subject discipline and the influence that it can have on pre-service teachers' conceptions of teaching economics and commerce. The purpose of this research is to ascertain the importance of subject knowledge use in teaching in the Brunei context. The research is based upon data collected from ten economics pre-service teachers in Brunei Darussalam. The methodology of this research is an interpretative approach which specifically aimed at: a) examining pre-service teachers' conceptions of economics and their conceptions of teaching, b) determining the way pre-service teachers teach economics and commerce in practice, and c) probing the conceptions of pre-service teachers in using their specialist subject knowledge when teaching economics and commerce. The data was textually analysed and the analysis reveals that the pre-service teachers find difficulty in bridging their knowledge of economics and their knowledge of pedagogy when teaching school subjects, economics and commerce. The research calls for an integration of theory and practice. Teachers need to be made aware of their own ontological and epistemological positions for them to gain a deeper understanding of economics as subject knowledge. The research is significant for future research on teachers' development as teachers' subject knowledge is integral for their expertise in teaching.

Type: Thesis (Doctoral)
Title: Conceptions of economics pre-service teachers' use of subject knowledge in teaching economics and commerce at secondary schools in Brunei Darussalam
Open access status: An open access version is available from UCL Discovery
Publisher version: http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl...
Language: English
Additional information: Thesis: (EdD) University of London Institute of Education, 2009.
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
URI: https://discovery.ucl.ac.uk/id/eprint/10019880
Downloads since deposit
198Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item