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Social sciences and the key competencies: A practitioner reflects

Lyn Lewis


This article explores the way in which a teacher educator worked with a group of undergraduate student teachers to use social sciences as a vehicle for developing three key competencies. While the study is primarily practitioner focused, it does include student perspectives of the learning process. The argument is made that preservice student teachers, who will be expected to teach through key competencies in the classroom, should be experiencing learning through key competencies in their teacher-education programme. Not only will they understand the process of teaching through the competencies, but their learning experiences will serve as useful future reference points when similar expectations are made of their students.

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