{"title":"Moving from transmissive to transformative: Closing the policy‐practice gap in teacher professional learning in Scotland","authors":"Stuart Farmer","doi":"10.1002/curj.289","DOIUrl":"https://doi.org/10.1002/curj.289","url":null,"abstract":"","PeriodicalId":508528,"journal":{"name":"The Curriculum Journal","volume":"22 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141817361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Motivation is repeatedly found to be a determining factor for achievement in language acquisition at school. Decades of Self‐determination theory (SDT) research has shown that students exhibit higher levels of engagement and positive learning behaviours when their basic psychological needs of competence, autonomy and relatedness are satisfied, resulting in intrinsic motivation. This paper explores and juxtaposes the motivational potential of the International Baccalaureate curriculum against the revised GCSE modern foreign language (MFL) curriculum through an SDT lens. A curriculum that is autonomy‐supportive rather than autonomy‐suppressive allows more opportunities for both students and teachers psychological needs for motivation to be met.
{"title":"Towards a motivating language acquisition curriculum","authors":"Liam Printer","doi":"10.1002/curj.287","DOIUrl":"https://doi.org/10.1002/curj.287","url":null,"abstract":"Motivation is repeatedly found to be a determining factor for achievement in language acquisition at school. Decades of Self‐determination theory (SDT) research has shown that students exhibit higher levels of engagement and positive learning behaviours when their basic psychological needs of competence, autonomy and relatedness are satisfied, resulting in intrinsic motivation. This paper explores and juxtaposes the motivational potential of the International Baccalaureate curriculum against the revised GCSE modern foreign language (MFL) curriculum through an SDT lens. A curriculum that is autonomy‐supportive rather than autonomy‐suppressive allows more opportunities for both students and teachers psychological needs for motivation to be met.","PeriodicalId":508528,"journal":{"name":"The Curriculum Journal","volume":"15 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141664300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Affective learning is important for the holistic development of students. Yet, not much is reported about how it is achieved in the higher education classroom. The purpose of this paper was to appraise the Hospitality and Tourism Management curriculum and pedagogical practices being utilized to deliver affective learning outcomes in Community Colleges in Jamaica. Adopting a qualitative tradition, involving analysis of the hospitality and tourism curriculum documents and personal interviews of 35 purposively selected academic and non‐academic participants, the study found that while affective learning practices were infused in pedagogy, the educational activities were not linked to clearly defined learning outcomes in the formal curriculum. Cognitive learning outcomes dominated the formal curriculum. Students' access to affective learning experience was facilitated through an improvised informal curriculum, that is, learning experiences that occurred outside the planned curriculum. The article theorized that design flaws in the planned curriculum contributed to the experience. This research has implications for staff professional development, practical‐based subject curriculum design and for standard setters who monitor alignment between higher education and industry requirements.
{"title":"Unique practices in teaching affective learning in a higher education applied curriculum","authors":"Evora Mais‐Thompson, Byron Brown, Nanibala Paul","doi":"10.1002/curj.285","DOIUrl":"https://doi.org/10.1002/curj.285","url":null,"abstract":"Affective learning is important for the holistic development of students. Yet, not much is reported about how it is achieved in the higher education classroom. The purpose of this paper was to appraise the Hospitality and Tourism Management curriculum and pedagogical practices being utilized to deliver affective learning outcomes in Community Colleges in Jamaica. Adopting a qualitative tradition, involving analysis of the hospitality and tourism curriculum documents and personal interviews of 35 purposively selected academic and non‐academic participants, the study found that while affective learning practices were infused in pedagogy, the educational activities were not linked to clearly defined learning outcomes in the formal curriculum. Cognitive learning outcomes dominated the formal curriculum. Students' access to affective learning experience was facilitated through an improvised informal curriculum, that is, learning experiences that occurred outside the planned curriculum. The article theorized that design flaws in the planned curriculum contributed to the experience. This research has implications for staff professional development, practical‐based subject curriculum design and for standard setters who monitor alignment between higher education and industry requirements.","PeriodicalId":508528,"journal":{"name":"The Curriculum Journal","volume":"7 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141688641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores the transfer, translation and recontextualisation of Laurence Stenhouse's work, as encapsulated in the ‘teacher as researcher’ metaphor, to the Greek language and in the fields of research and policy in Greece and Cyprus. We first briefly frame action research work as emerging through and within a specific space‐time (and in conversation with others in North America, Australia and Europe). We then trace its translation from English to Greek in specific key publications in books and articles (including his 1975 seminal work An introduction to curriculum research and development), which have since been central to curriculum studies as an academic field in both countries. We then construct four vignettes as cases of different uses of the metaphor in different fields. The first two refer to the institutional context of a new type of school called ‘second chance schools’ and a state policy for the professional development of teachers in Greece. The other two refer to an initial teacher education university programme and to the most recent school curriculum change in the Republic of Cyprus. We conclude by discussing certain patterns of constriction across the four vignettes in the recontextualisation of the ‘teacher as researcher’ to particular aspects of the metaphor as it morphed in two rather centralised contexts with a strong historical presence of a formal, state‐mandated curriculum and of teachers as public servants. Despite these patterns of constriction, we also note how other aspects of the metaphor provided conditions for some transformation.
{"title":"Recontextualising Stenhouse: Instantiations of the ‘teacher as researcher’ metaphor in Greece and Cyprus","authors":"S. Philippou, Vassilis Tsafos","doi":"10.1002/curj.286","DOIUrl":"https://doi.org/10.1002/curj.286","url":null,"abstract":"This paper explores the transfer, translation and recontextualisation of Laurence Stenhouse's work, as encapsulated in the ‘teacher as researcher’ metaphor, to the Greek language and in the fields of research and policy in Greece and Cyprus. We first briefly frame action research work as emerging through and within a specific space‐time (and in conversation with others in North America, Australia and Europe). We then trace its translation from English to Greek in specific key publications in books and articles (including his 1975 seminal work An introduction to curriculum research and development), which have since been central to curriculum studies as an academic field in both countries. We then construct four vignettes as cases of different uses of the metaphor in different fields. The first two refer to the institutional context of a new type of school called ‘second chance schools’ and a state policy for the professional development of teachers in Greece. The other two refer to an initial teacher education university programme and to the most recent school curriculum change in the Republic of Cyprus. We conclude by discussing certain patterns of constriction across the four vignettes in the recontextualisation of the ‘teacher as researcher’ to particular aspects of the metaphor as it morphed in two rather centralised contexts with a strong historical presence of a formal, state‐mandated curriculum and of teachers as public servants. Despite these patterns of constriction, we also note how other aspects of the metaphor provided conditions for some transformation.","PeriodicalId":508528,"journal":{"name":"The Curriculum Journal","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141716576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Perspectives from university tutors on the use of collaborative enquiry‐based approaches to develop pre‐service teachers' pedagogies and understanding of inclusive practice","authors":"Elizabeth Gregory, Lisa Murtagh, Karen Beswick","doi":"10.1002/curj.278","DOIUrl":"https://doi.org/10.1002/curj.278","url":null,"abstract":"","PeriodicalId":508528,"journal":{"name":"The Curriculum Journal","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141358707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In early childhood education (ECE), global policy discourses influence national policy frameworks for curriculum, pedagogy and assessment practices. Although aspects of these discourses travel across national boundaries via policy borrowing, we argue that consideration is needed of the cultural–historical evolution of country‐level systems, their epistemological foundations and different goals or aspirations. We combine a cultural–historical perspective with critical policy text analysis to examine two curricular frameworks—England's Early Years Foundation Stage and Aotearoa New Zealand's Te Whāriki. Both nations share similar historical influences and timeframe for the development of ECE policies from the 1990s, but with different local responses, principles and values. Three questions about curriculum inform our policy text analysis: how are children are positioned and understood; what knowledge is valued and what outcomes are valued? The analysis indicates similar influences and discourses, but with dissimilar responses to these questions and distinctive ways of understanding curriculum in each country. We argue that although global discourses promote generic policy drivers and goals, country‐level policy responses need to be understood genealogically and locally in relation to cultures, contexts and values. Taking a global–local approach to policy analysis also raises critical questions about the opportunities and limitations of policy borrowing across international contexts and the importance of contextualisation.
{"title":"Curriculum in early childhood education: Global policy discourses and country‐level responses in Aotearoa New Zealand and England","authors":"Elizabeth Wood, Helen Hedges","doi":"10.1002/curj.280","DOIUrl":"https://doi.org/10.1002/curj.280","url":null,"abstract":"In early childhood education (ECE), global policy discourses influence national policy frameworks for curriculum, pedagogy and assessment practices. Although aspects of these discourses travel across national boundaries via policy borrowing, we argue that consideration is needed of the cultural–historical evolution of country‐level systems, their epistemological foundations and different goals or aspirations. We combine a cultural–historical perspective with critical policy text analysis to examine two curricular frameworks—England's Early Years Foundation Stage and Aotearoa New Zealand's Te Whāriki. Both nations share similar historical influences and timeframe for the development of ECE policies from the 1990s, but with different local responses, principles and values. Three questions about curriculum inform our policy text analysis: how are children are positioned and understood; what knowledge is valued and what outcomes are valued? The analysis indicates similar influences and discourses, but with dissimilar responses to these questions and distinctive ways of understanding curriculum in each country. We argue that although global discourses promote generic policy drivers and goals, country‐level policy responses need to be understood genealogically and locally in relation to cultures, contexts and values. Taking a global–local approach to policy analysis also raises critical questions about the opportunities and limitations of policy borrowing across international contexts and the importance of contextualisation.","PeriodicalId":508528,"journal":{"name":"The Curriculum Journal","volume":"122 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141375813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
G. Healy, Matthew Courtney, Hermione Paddle, Letizia Riddell
{"title":"Curriculum in Professional Practice: A spotlight on professionalism‐in‐context through dialogue","authors":"G. Healy, Matthew Courtney, Hermione Paddle, Letizia Riddell","doi":"10.1002/curj.264","DOIUrl":"https://doi.org/10.1002/curj.264","url":null,"abstract":"","PeriodicalId":508528,"journal":{"name":"The Curriculum Journal","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140383726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Re‐imagining historical thinking: An Indigenous informed view of history education's philosophical roots","authors":"Katherine E. Wallace","doi":"10.1002/curj.254","DOIUrl":"https://doi.org/10.1002/curj.254","url":null,"abstract":"","PeriodicalId":508528,"journal":{"name":"The Curriculum Journal","volume":"115 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140088686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Drawing on conceptualisations of teacher agency through the ecological approach, and in the context of recent policy activity, we explored primary and secondary school teachers' experiences of agency in relation to climate change education in England. Data collection occurred over two distinct but related phases. Firstly, we completed a series of interviews with the same three secondary geography teachers at the outset of their careers (15 interviews during 2020–2022) which included 1 year of Initial Teacher Education and 2 years as Early Career Teachers (ECTs). Secondly, we captured the experiences of further 24 in‐service science and geography teachers (with expertise beyond the ECT period) through two online workshops held in November 2022, the first for primary teachers (n = 10) and the second for secondary teachers (n = 10). Interviews were held with four teachers (two primary and two secondary) who could not attend the workshops (n = 4). Our findings underline the importance of structures (e.g. school leadership) and culture (e.g. ideas and values) in fostering teacher agency. Teachers across primary and secondary phases and at different career stages highlighted the value of curricular and extra‐curricular spaces for climate change education. If all children and young people are to access effective climate change education, researchers and policy makers will need to further consider ways to ensure teachers can achieve agency, including through access to transformative professional learning which fosters agency in relation to climate change education.
{"title":"Fostering teacher agency in school‐based climate change education in England, UK","authors":"E. Rushton, Lynda Dunlop, L. Atkinson","doi":"10.1002/curj.253","DOIUrl":"https://doi.org/10.1002/curj.253","url":null,"abstract":"Drawing on conceptualisations of teacher agency through the ecological approach, and in the context of recent policy activity, we explored primary and secondary school teachers' experiences of agency in relation to climate change education in England. Data collection occurred over two distinct but related phases. Firstly, we completed a series of interviews with the same three secondary geography teachers at the outset of their careers (15 interviews during 2020–2022) which included 1 year of Initial Teacher Education and 2 years as Early Career Teachers (ECTs). Secondly, we captured the experiences of further 24 in‐service science and geography teachers (with expertise beyond the ECT period) through two online workshops held in November 2022, the first for primary teachers (n = 10) and the second for secondary teachers (n = 10). Interviews were held with four teachers (two primary and two secondary) who could not attend the workshops (n = 4). Our findings underline the importance of structures (e.g. school leadership) and culture (e.g. ideas and values) in fostering teacher agency. Teachers across primary and secondary phases and at different career stages highlighted the value of curricular and extra‐curricular spaces for climate change education. If all children and young people are to access effective climate change education, researchers and policy makers will need to further consider ways to ensure teachers can achieve agency, including through access to transformative professional learning which fosters agency in relation to climate change education.","PeriodicalId":508528,"journal":{"name":"The Curriculum Journal","volume":"58 43","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139961111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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