@Article{ujfs6100,
AUTHOR = {Kwenin, Isaac Atta},
TITLE = {Teaching Social Studies in an Integrated Manner: The Lived Experience of Out-Of-Field Social Studies Teachers},
JOURNAL = {Universal Journal of Food Security},
VOLUME = {5},
YEAR = {2025},
NUMBER = {2},
PAGES = {89-101},
URL = {https://www.scipublications.com/journal/index.php/OJER/article/view/6100},
ISSN = {2836-4600},
DOI = {10.31586/ojer.2025.6100},
ABSTRACT = {This study investigated the pedagogical implications of out-of-field teaching in Social Studies. The Out-of-field Social Studies teachers could encounter several challenges in their preparation and the implementation of the integrated Social Studies curriculum. This study sought the lived experiences of the out-of-field teachers concerning the causes of out-of-field teaching in social studies, problems encountered by the out-of-field teachers and the mechanisms they employ to cope with the teaching of Social Studies. The study chose the qualitative phenomenological research design. Data were collected from all the 17 out-of-field Social Studies teachers through in-depth structured interview. Data were transcribed and analysed, through the inductive thematic analysis approach, unveiling of themes and concepts from the narratives of the research participants. The study revealed that out-of-field teaching in Social Studies occurs as a result of teacher shortage in integrated social studies programme. It is also caused by the perception that any teacher could teach Social Studies irrespective of the teachers’ qualification. Out-of-field teacher encounter problems such as inadequate content and pedagogical knowledge, lack of classroom managerial techniques and inability to deliver lessons through the integrated approach. Engaging in professional development courses, peer coaching, in-service training and workshops were some of the mechanisms employed by out-of-field teachers to cope with the teaching of Social Studies. The pedagogical implications of this phenomenon are that when teaching the Social Studies, the out-of-field teachers place more emphasis on aspects of the Social Studies curriculum where they have much knowledge and skip or put less emphasis on other aspects they lack in-depth knowledge, thus, the integrated approach to teaching Social Studies is not adopted effectively by out-of-field teachers. This waters down the content of Social Studies at the Senior High School level. Addressing the problem of out-of-field teaching in Social Studies requires training and recruiting more teachers who have background training and experience in the integrated approach to the teaching of Social Studies.},
}

%0 Journal Article
%A Kwenin, Isaac Atta
%D 2025
%J Universal Journal of Food Security

%@ 2836-4600
%V 5
%N 2
%P 89-101

%T Teaching Social Studies in an Integrated Manner: The Lived Experience of Out-Of-Field Social Studies Teachers
%M doi:10.31586/ojer.2025.6100
%U https://www.scipublications.com/journal/index.php/OJER/article/view/6100

TY  - JOUR
AU  - Kwenin, Isaac Atta
TI  - Teaching Social Studies in an Integrated Manner: The Lived Experience of Out-Of-Field Social Studies Teachers
T2  - Universal Journal of Food Security
PY  - 2025
VL  - 5
IS  - 2
SN  - 2836-4600
SP  - 89
EP  - 101
UR  - https://www.scipublications.com/journal/index.php/OJER/article/view/6100
AB  - This study investigated the pedagogical implications of out-of-field teaching in Social Studies. The Out-of-field Social Studies teachers could encounter several challenges in their preparation and the implementation of the integrated Social Studies curriculum. This study sought the lived experiences of the out-of-field teachers concerning the causes of out-of-field teaching in social studies, problems encountered by the out-of-field teachers and the mechanisms they employ to cope with the teaching of Social Studies. The study chose the qualitative phenomenological research design. Data were collected from all the 17 out-of-field Social Studies teachers through in-depth structured interview. Data were transcribed and analysed, through the inductive thematic analysis approach, unveiling of themes and concepts from the narratives of the research participants. The study revealed that out-of-field teaching in Social Studies occurs as a result of teacher shortage in integrated social studies programme. It is also caused by the perception that any teacher could teach Social Studies irrespective of the teachers’ qualification. Out-of-field teacher encounter problems such as inadequate content and pedagogical knowledge, lack of classroom managerial techniques and inability to deliver lessons through the integrated approach. Engaging in professional development courses, peer coaching, in-service training and workshops were some of the mechanisms employed by out-of-field teachers to cope with the teaching of Social Studies. The pedagogical implications of this phenomenon are that when teaching the Social Studies, the out-of-field teachers place more emphasis on aspects of the Social Studies curriculum where they have much knowledge and skip or put less emphasis on other aspects they lack in-depth knowledge, thus, the integrated approach to teaching Social Studies is not adopted effectively by out-of-field teachers. This waters down the content of Social Studies at the Senior High School level. Addressing the problem of out-of-field teaching in Social Studies requires training and recruiting more teachers who have background training and experience in the integrated approach to the teaching of Social Studies.
DO  - Teaching Social Studies in an Integrated Manner: The Lived Experience of Out-Of-Field Social Studies Teachers
TI  - 10.31586/ojer.2025.6100
ER  -