Integration of Teachers’ Pedagogies and Implementation Practices of Social Studies Curriculum at Elementary School Level
DOI:
https://doi.org/10.61506/Keywords:
Teachers’ pedagogies, Implementation practices, Social studies curriculumAbstract
The current curriculum framework encourages students to develop skills and activities through inquiry. Teachers usually focus on fact memorization and expect students to ask questions and give correct answers. This method has to be more intellectually rigorous (Nappi, 2017). Since teachers see the curriculum developer's goals through their own eyes, the discrepancy between the new curriculum requirements and classroom practice is primarily due to their perspective. The objectives of the study were; To find out the teachers’ pedagogies and implementation strategies of social studies and also compare the male and female teachers’ pedagogies and implementation of social studies curriculum at elementary level. This study used a comparative survey approach, which is better and more practical within the context of quantitative research (Fraenkel et al., 2019). All the elementary school teachers and students were the population of the study at Sialkot district. Sample of the study were one hundred elementary school teachers whereas the students were four hundred. The researchers used a questionnaire that comprised on 20 items. Furthermore, the researchers personally visited the places from where the collected data from the respondents of the study. The study found that the mean responsive values (MRV) from teachers and students show broad congruence, primarily in subject knowledge, communication skills, and curriculum relevance. In conclusion, elementary social studies pedagogies and curriculum implementation practices are primarily practical, with teachers and students reporting positive experiences in subject knowledge, practical relevance, and student inquiry.
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