Characteristics and contributions of school subjects at the elementary level: results of a survey of pre-service elementary teachers from four Québec universities

This article presents the results of a survey questionnaire involving 841 third and fourth year students enrolled in a French language Bachelors degree program in Elementary Education at four Quebec universities. The questionnaire dealt with pre-service elementary teachers' representations of t...

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Bibliographic Details
Published inEducational review (Birmingham) Vol. 63; no. 2; pp. 159 - 177
Main Authors Lebrun, Johanne, Lenoir, Yves, Oliveira, Anderson Araújo, Morin, Marie-Pier, McConnell, Anne Catherine
Format Journal Article
LanguageEnglish
Published Birmingham Routledge 01.05.2011
Taylor & Francis Ltd
Subjects
Baccalaureate degrees
Beginning teachers
College faculty
Colleges & universities
cross-curricular competencies
curricular reform
Curriculum
Curriculum Development
educational aims
Educational Objectives
Educational Practices
Elementary education
Elementary School Teachers
elementary teaching
Foreign Countries
French
French language
Higher education
Humanities
Intellectual Disciplines
Knowledge Base for Teaching
Language arts
Language teaching methods
Learning
learning process
Learning Processes
Mathematics
Pedagogy
Polls & surveys
Preservice Teachers
Primary education
Primary schools
Quebec
Questionnaires
school subjects
Science and technology
Social sciences
status of knowledge
Student Teacher Attitudes
Student teachers
Surveys
Teacher Competencies
Teacher Education Programs
Teachers
Teaching
Canada
Quebec Canada
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Summary:This article presents the results of a survey questionnaire involving 841 third and fourth year students enrolled in a French language Bachelors degree program in Elementary Education at four Quebec universities. The questionnaire dealt with pre-service elementary teachers' representations of the teaching and learning of four school subjects: Mathematics, Language Arts, Science and Technology and Social Sciences. The results show, among other things, that the curricular reform that reconfigures the contribution of the different school subjects is rarely mentioned in the pre-service teachers' discourse on their teaching practice.
Bibliography:ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 23
ISSN:0013-1911
1465-3397
DOI:10.1080/00131911.2010.531532