Supporting culturally responsive practice in Scottish Initial Teacher Education : a transdisciplinary Social Studies approach

Quirke, William and McCrorie, Kathryn (2024) Supporting culturally responsive practice in Scottish Initial Teacher Education : a transdisciplinary Social Studies approach. In: Sustainable Teacher Education Empowering Artic Futures, 2024-09-18 - 2024-09-20, University of Lapland.

[thumbnail of Quirke-McCrorie-EAF-2024-Supporting-culturally-responsive-practice-in-Scottish-Initial-Teacher-Education]
Preview
 Text. Filename: Quirke-McCrorie-EAF-2024-Supporting-culturally-responsive-practice-in-Scottish-Initial-Teacher-Education.pdf
Final Published Version
License: Strathprints license 1.0
Download (652kB)| Preview

Abstract

This poster outlines the impact associated with the development and delivery of a social justice-based transdisciplinary approach towards social studies secondary Initial Teacher Education (ITE) in Scotland. Through the development and implementation of a series of ‘Social Studies Immersion Days’ timetabled as part of a Professional Graduate Diploma of Education programme, tutors aimed to support future geography, history and modern studies teachers in developing and adopting a critical lens that reflected culturally responsive teaching methods and initiatives. The ‘Immersion Days’ saw social studies ITE students being educated together through an immersive approach that sought to widen their knowledge relating to anti-racist education, epistemic injustice, climate education and decolonising the curriculum. By doing so, it was hoped that students would question the ways in which case studies are used and consider how the world beyond Scotland is represented through their social studies lessons. To test success, an online questionnaire survey was issued to all participating students following their first placement experience collecting data on the value of the initiative as an area of professional learning and the extent to which it prepared them for their placement experience. This data was then triangulated with observations of practice made by the researchers during the student placement period. This research found that students undertaking placement experiences in transdisciplinary social studies departments valued the Immersion Days as a mode of professional learning and researchers observed more nuanced discussions on student placement between student teachers and their learners about the topics covered in the Immersion Days.

ORCID iDs

Quirke, William ORCID logoORCID: https://orcid.org/0009-0009-6734-7379 and McCrorie, Kathryn ORCID logoORCID: https://orcid.org/0000-0003-4260-3873;
CORE (COnnecting REpositories)