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Title:An Examination of Pre -Service Teacher Knowledge of Subject Matter and Its Effects on Curriculum Selection and Instructional Decision Making
Author(s):Pakade, Joyce Noluvuyo Nombekela
Doctoral Committee Chair(s):Cox, C. Benjamin
Department / Program:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Education, Social Sciences
Abstract:The findings of the study indicated variable knowledge of South Africa by teachers and the presence of teacher misconceptions about Africa in general and South Africa in particular. The study supported a schema-based theory of knowledge representation and the theory of constructivism. Those teachers that proved to be less knowledgeable about the topic concerned preferred the more focussed article and presented a less critical approach to teaching. The highly knowledgeable teachers were not constrained by the information presented in the articles, were flexible in terms of teaching methodology and presented more critical thinking in their approach to teaching. All the teachers had a positive attitude towards the teaching of content related to South Africa in the U.S., but felt ill-prepared and inadequate to teach the topic. Another finding that emerged from this study pertained to the double role played by media as a source of information and misinformation for the teachers.
Issue Date:2000
Description:159 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2000.
Other Identifier(s):(MiAaPQ)AAI9990210
Date Available in IDEALS:2015-09-25
Date Deposited:2000

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