{"id":5016,"date":"2025-06-19T22:44:28","date_gmt":"2025-06-19T22:44:28","guid":{"rendered":"https:\/\/ijssass.com\/journal\/pre-service-social-sciences-teachers-perspectives-of-their-teacher-professional-identity-in-a-south-african-university-within-the-context-of-curriculum-integration\/"},"modified":"2025-06-20T03:20:43","modified_gmt":"2025-06-20T03:20:43","slug":"pre-service-social-sciences-teachers-perspectives-of-their-teacher-professional-identity-in-a-south-african-university-within-the-context-of-curriculum-integration","status":"publish","type":"post","link":"https:\/\/ijssass.com\/journal\/pre-service-social-sciences-teachers-perspectives-of-their-teacher-professional-identity-in-a-south-african-university-within-the-context-of-curriculum-integration\/","title":{"rendered":"Pre-Service Social Sciences Teachers\u2019 Perspectives of their Teacher Professional Identity in a South African University within the Context of Curriculum Integration"},"content":{"rendered":"<p>This article was originally published as: <strong>Pre-Service Social Sciences Teachers\u2019 Perspectives of their Teacher Professional Identity in a South African University within the Context of Curriculum Integration<\/strong><\/p>\n<p>Original Article Link: <a href='https:\/\/journals.dut.ac.za\/index.php\/ajims\/article\/view\/1399' target='_blank' rel='noopener'>Read Original Article<\/a><\/p>\n<p>Download PDF: <a href='https:\/\/journals.dut.ac.za\/index.php\/ajims\/article\/view\/1399\/989' target='_blank' rel='noopener'>Click Here to Download PDF<\/a><\/p>\n<h2>Abstract<\/h2>\n<p>The purpose of this study is to investigate the perspectives of pre-service teachers regarding their identity as social sciences teachers. The aim is to summarise their subject and topic preferences within the social sciences curriculum and to propose ways in which social sciences can be strengthened as an integrated curriculum. This study is based on the questionnaire responses of twenty-three final year Intermediate Phase (Grade 4-6) and Senior Phase (Grade 7-9) pre-service social sciences teachers at a South African university. Forty-three percent of the participants indicated that they do not prefer teaching either History or Geography. A limited response to the questionnaire from pre-service teachers resulted in a small sample size which may not be representative of other pre-service social sciences teachers. The research presented can inform social sciences teacher training programmes about how pre-service teachers view themselves and how they feel about social sciences as an integrated school subject.<\/p>\n<h2>Authors<\/h2>\n<ul>\n<li>Tiani Wepener (Sol Plaatje University, South Africa)<\/li>\n<li>Raymond Nkwenti Fru (Sol Plaatje University, South Africa)<\/li>\n<li>Alan Felix (Cape Peninsula University of Technology, South Africa)<\/li>\n<li>Mlamuli Tabhu (Sol Plaatje University, South Africa)<\/li>\n<\/ul>\n<h2>Keywords<\/h2>\n<p>social sciences education, pre-service teachers, teacher identity, history, geography<\/p>\n<h2>References<\/h2>\n<p>References not available for this article.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>This article was originally published as: Pre-Service Social Sciences Teachers\u2019 Perspectives of their Teacher Professional Identity in a South African&#8230;<\/p>\n","protected":false},"author":21,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[124],"tags":[2153,1503,19,1501,1500,1502],"class_list":["post-5016","post","type-post","status-publish","format-standard","hentry","category-articles","tag-ajims","tag-geography","tag-history","tag-pre-service-teachers","tag-social-sciences-education","tag-teacher-identity","wpcat-124-id"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v25.8 - 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