Primary School Teachers ' Instructional Competences in Teaching Integrated Social Studies Subject in Rungwe District, Tanzania

Abstract

This study is designed to examine primary school teachers understandingof integrated Social Studies subject and how they negotiate content andpedagogy in the in actual classroom situation. A qualitative case studyresearch design, guided by an interpretive research paradigm, was employedin order to get an in-depth understanding of the integrated Social Studiessubject implementation process. Data were gathered through interview,review of curricular andpolicy and classroom observations. Qualitative datawere analyzed using thematic open coding. The study reveals that, teachers ' instructional practices contradicted their understanding of integratedSocial Studies subject teaching that emphasises invisible pedagogicpractices, which leave pupils passive recipients of knowledge. The studyrecommends that primary school teachers need to be accorded withcontextual cues to explain integrated Social Studies subject successfully.Keywords: instructional competences, social studies, teachers ' understanding,