The teaching profession and initial teacher education face ongoing pressures which challenge how teachers' work with curriculum is positioned. Within Australia, recent reviews into initial teacher education have emphasised the need for ‘classroom ready’ graduates with knowledge of ‘proven’ pedagogical approaches. Parallel to this has been increasing push for ‘ready‐made’ curriculum materials to be made available to all teachers for their use in classrooms. This discourse espouses curriculum as a product, positioning preservice teachers as future ‘deliverers’ of prescriptive forms of curriculum and dismissing their future potential as classroom curriculum‐makers who engage with curriculum as a process, and think systematically and critically about their curriculum choices. In this paper, we explore the classroom curriculum‐making experiences of two preservice teachers, and the role of professional experience placements as key sites of learning about curriculum‐making, noting this as a significantly under‐researched theme in existing literature. Our in‐depth exploration of these individual cases highlights the contrasting opportunities these teachers had to engage with curriculum as a process, identifying, enabling and constraining structures within these placements which impact on preservice teachers' development, and future potential, as curriculum‐makers. We contend that the pursuit of Lawrence Stenhouse's vision of curriculum work as an iterative, enquiry process driven by and for teachers rests not only on the way in which initial teacher education frames curriculum work in theory, but also in the way it is modelled to preservice teachers during their professional experience placements.
{"title":"Future curriculum‐makers: The role of professional experience placements as sites of learning about curriculum‐making for preservice teachers","authors":"P. Poulton, Claire Golledge","doi":"10.1002/curj.252","DOIUrl":"https://doi.org/10.1002/curj.252","url":null,"abstract":"The teaching profession and initial teacher education face ongoing pressures which challenge how teachers' work with curriculum is positioned. Within Australia, recent reviews into initial teacher education have emphasised the need for ‘classroom ready’ graduates with knowledge of ‘proven’ pedagogical approaches. Parallel to this has been increasing push for ‘ready‐made’ curriculum materials to be made available to all teachers for their use in classrooms. This discourse espouses curriculum as a product, positioning preservice teachers as future ‘deliverers’ of prescriptive forms of curriculum and dismissing their future potential as classroom curriculum‐makers who engage with curriculum as a process, and think systematically and critically about their curriculum choices. In this paper, we explore the classroom curriculum‐making experiences of two preservice teachers, and the role of professional experience placements as key sites of learning about curriculum‐making, noting this as a significantly under‐researched theme in existing literature. Our in‐depth exploration of these individual cases highlights the contrasting opportunities these teachers had to engage with curriculum as a process, identifying, enabling and constraining structures within these placements which impact on preservice teachers' development, and future potential, as curriculum‐makers. We contend that the pursuit of Lawrence Stenhouse's vision of curriculum work as an iterative, enquiry process driven by and for teachers rests not only on the way in which initial teacher education frames curriculum work in theory, but also in the way it is modelled to preservice teachers during their professional experience placements.","PeriodicalId":508528,"journal":{"name":"The Curriculum Journal","volume":"28 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139962263","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":"Review of: Pluriversal literacies for sustainable futures: When words are not enough By MiaPerry, Routledge. 2023. Paperback: $68.84","authors":"Mary Ott","doi":"10.1002/curj.250","DOIUrl":"https://doi.org/10.1002/curj.250","url":null,"abstract":"","PeriodicalId":508528,"journal":{"name":"The Curriculum Journal","volume":"79 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139841056","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}
Applied arts and artistic cultures are taught in vocational high schools, in France, with the aim of developing civic and social skills in students, which are cross‐cutting or generic. To achieve this, this design education revolves around the creation and conception of artefacts. This article explores epistemological issues relating to the role and nature of design education in vocational high schools. Following Kuhn, it proposes a disciplinary matrix of the subject, characterized by objects, knowledge (declarative and procedural) and a set of tasks. These different components make it possible to present a curricular analysis grid of design education in vocational high schools over the past 30 years. This reveals a curriculum development correlated to the evolution of design as an involved social practice. Additionally, the integration of Mitcham's technological manifestations framework enriches this analysis, offering a more comprehensive perspective on the role of technology in design education. This approach indeed clarifies what needs to be taught, fosters the evolution of teaching methods and incorporates new elements such as sustainable development, the environment, collaboration and information technologies. These adjustments reflect changes in professional practices and contribute to civic education in the context of sustainability and ethical challenges. This article makes a significant contribution to debates on the epistemological basis for design education, in France and beyond.
{"title":"The disciplinary matrix of applied arts and artistic cultures","authors":"Emeline Roy, Matt McLain","doi":"10.1002/curj.251","DOIUrl":"https://doi.org/10.1002/curj.251","url":null,"abstract":"Applied arts and artistic cultures are taught in vocational high schools, in France, with the aim of developing civic and social skills in students, which are cross‐cutting or generic. To achieve this, this design education revolves around the creation and conception of artefacts. This article explores epistemological issues relating to the role and nature of design education in vocational high schools. Following Kuhn, it proposes a disciplinary matrix of the subject, characterized by objects, knowledge (declarative and procedural) and a set of tasks. These different components make it possible to present a curricular analysis grid of design education in vocational high schools over the past 30 years. This reveals a curriculum development correlated to the evolution of design as an involved social practice. Additionally, the integration of Mitcham's technological manifestations framework enriches this analysis, offering a more comprehensive perspective on the role of technology in design education. This approach indeed clarifies what needs to be taught, fosters the evolution of teaching methods and incorporates new elements such as sustainable development, the environment, collaboration and information technologies. These adjustments reflect changes in professional practices and contribute to civic education in the context of sustainability and ethical challenges. This article makes a significant contribution to debates on the epistemological basis for design education, in France and beyond.","PeriodicalId":508528,"journal":{"name":"The Curriculum Journal","volume":"143 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139780599","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":"Review of: Pluriversal literacies for sustainable futures: When words are not enough By MiaPerry, Routledge. 2023. Paperback: $68.84","authors":"Mary Ott","doi":"10.1002/curj.250","DOIUrl":"https://doi.org/10.1002/curj.250","url":null,"abstract":"","PeriodicalId":508528,"journal":{"name":"The Curriculum Journal","volume":"122 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139780955","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}
Applied arts and artistic cultures are taught in vocational high schools, in France, with the aim of developing civic and social skills in students, which are cross‐cutting or generic. To achieve this, this design education revolves around the creation and conception of artefacts. This article explores epistemological issues relating to the role and nature of design education in vocational high schools. Following Kuhn, it proposes a disciplinary matrix of the subject, characterized by objects, knowledge (declarative and procedural) and a set of tasks. These different components make it possible to present a curricular analysis grid of design education in vocational high schools over the past 30 years. This reveals a curriculum development correlated to the evolution of design as an involved social practice. Additionally, the integration of Mitcham's technological manifestations framework enriches this analysis, offering a more comprehensive perspective on the role of technology in design education. This approach indeed clarifies what needs to be taught, fosters the evolution of teaching methods and incorporates new elements such as sustainable development, the environment, collaboration and information technologies. These adjustments reflect changes in professional practices and contribute to civic education in the context of sustainability and ethical challenges. This article makes a significant contribution to debates on the epistemological basis for design education, in France and beyond.
{"title":"The disciplinary matrix of applied arts and artistic cultures","authors":"Emeline Roy, Matt McLain","doi":"10.1002/curj.251","DOIUrl":"https://doi.org/10.1002/curj.251","url":null,"abstract":"Applied arts and artistic cultures are taught in vocational high schools, in France, with the aim of developing civic and social skills in students, which are cross‐cutting or generic. To achieve this, this design education revolves around the creation and conception of artefacts. This article explores epistemological issues relating to the role and nature of design education in vocational high schools. Following Kuhn, it proposes a disciplinary matrix of the subject, characterized by objects, knowledge (declarative and procedural) and a set of tasks. These different components make it possible to present a curricular analysis grid of design education in vocational high schools over the past 30 years. This reveals a curriculum development correlated to the evolution of design as an involved social practice. Additionally, the integration of Mitcham's technological manifestations framework enriches this analysis, offering a more comprehensive perspective on the role of technology in design education. This approach indeed clarifies what needs to be taught, fosters the evolution of teaching methods and incorporates new elements such as sustainable development, the environment, collaboration and information technologies. These adjustments reflect changes in professional practices and contribute to civic education in the context of sustainability and ethical challenges. This article makes a significant contribution to debates on the epistemological basis for design education, in France and beyond.","PeriodicalId":508528,"journal":{"name":"The Curriculum Journal","volume":"38 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139840240","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}
Vahide Yiğit‐Gençten, Mehmet Gultekin, Filiz Aydemir
This paper examines underlying beliefs and values about nature within the early years education in Turkey, as reflected in the curricula and standards documents guiding instruction. Given that not every child has the opportunity for nature‐based education, it becomes essential to incorporate nature‐based learning into indoor classrooms. Employing a document analysis, we comprehensively analyse the Ministry of Education's Preschool Education Program (2013), Activity Book‐1 (2013a), and Activity Book‐2 (2018), which guides teachers in shaping their classroom practices, therefore providing in‐depth insights into the conceptualisations of nature. Our analysis reveals that ‘nature’ in these documents is characterised by its connection to and intersections of specific settings, concepts, and resources. Moreover, we found out that the identified patterns of relationships in the examined curriculum and standards documents demonstrate a purposeful initiative to engage preschool children in the realm of nature through various means, including conceptual comprehension, hands‐on interaction with materials, and direct involvement in natural surroundings. The intersections among these elements unveil a complex network of opportunities to promote an enhanced learning journey. By fostering a deeper understanding of the relationship between curriculum guidelines and nature activities, we aim to empower early childhood educators to embrace nature as an integral part of their classroom practices.
{"title":"Exploring the hidden canvas: Conceptualisations of nature in early years curricula and standard documents in Turkey","authors":"Vahide Yiğit‐Gençten, Mehmet Gultekin, Filiz Aydemir","doi":"10.1002/curj.248","DOIUrl":"https://doi.org/10.1002/curj.248","url":null,"abstract":"This paper examines underlying beliefs and values about nature within the early years education in Turkey, as reflected in the curricula and standards documents guiding instruction. Given that not every child has the opportunity for nature‐based education, it becomes essential to incorporate nature‐based learning into indoor classrooms. Employing a document analysis, we comprehensively analyse the Ministry of Education's Preschool Education Program (2013), Activity Book‐1 (2013a), and Activity Book‐2 (2018), which guides teachers in shaping their classroom practices, therefore providing in‐depth insights into the conceptualisations of nature. Our analysis reveals that ‘nature’ in these documents is characterised by its connection to and intersections of specific settings, concepts, and resources. Moreover, we found out that the identified patterns of relationships in the examined curriculum and standards documents demonstrate a purposeful initiative to engage preschool children in the realm of nature through various means, including conceptual comprehension, hands‐on interaction with materials, and direct involvement in natural surroundings. The intersections among these elements unveil a complex network of opportunities to promote an enhanced learning journey. By fostering a deeper understanding of the relationship between curriculum guidelines and nature activities, we aim to empower early childhood educators to embrace nature as an integral part of their classroom practices.","PeriodicalId":508528,"journal":{"name":"The Curriculum Journal","volume":"8 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139810087","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}
Vahide Yiğit‐Gençten, Mehmet Gultekin, Filiz Aydemir
This paper examines underlying beliefs and values about nature within the early years education in Turkey, as reflected in the curricula and standards documents guiding instruction. Given that not every child has the opportunity for nature‐based education, it becomes essential to incorporate nature‐based learning into indoor classrooms. Employing a document analysis, we comprehensively analyse the Ministry of Education's Preschool Education Program (2013), Activity Book‐1 (2013a), and Activity Book‐2 (2018), which guides teachers in shaping their classroom practices, therefore providing in‐depth insights into the conceptualisations of nature. Our analysis reveals that ‘nature’ in these documents is characterised by its connection to and intersections of specific settings, concepts, and resources. Moreover, we found out that the identified patterns of relationships in the examined curriculum and standards documents demonstrate a purposeful initiative to engage preschool children in the realm of nature through various means, including conceptual comprehension, hands‐on interaction with materials, and direct involvement in natural surroundings. The intersections among these elements unveil a complex network of opportunities to promote an enhanced learning journey. By fostering a deeper understanding of the relationship between curriculum guidelines and nature activities, we aim to empower early childhood educators to embrace nature as an integral part of their classroom practices.
{"title":"Exploring the hidden canvas: Conceptualisations of nature in early years curricula and standard documents in Turkey","authors":"Vahide Yiğit‐Gençten, Mehmet Gultekin, Filiz Aydemir","doi":"10.1002/curj.248","DOIUrl":"https://doi.org/10.1002/curj.248","url":null,"abstract":"This paper examines underlying beliefs and values about nature within the early years education in Turkey, as reflected in the curricula and standards documents guiding instruction. Given that not every child has the opportunity for nature‐based education, it becomes essential to incorporate nature‐based learning into indoor classrooms. Employing a document analysis, we comprehensively analyse the Ministry of Education's Preschool Education Program (2013), Activity Book‐1 (2013a), and Activity Book‐2 (2018), which guides teachers in shaping their classroom practices, therefore providing in‐depth insights into the conceptualisations of nature. Our analysis reveals that ‘nature’ in these documents is characterised by its connection to and intersections of specific settings, concepts, and resources. Moreover, we found out that the identified patterns of relationships in the examined curriculum and standards documents demonstrate a purposeful initiative to engage preschool children in the realm of nature through various means, including conceptual comprehension, hands‐on interaction with materials, and direct involvement in natural surroundings. The intersections among these elements unveil a complex network of opportunities to promote an enhanced learning journey. By fostering a deeper understanding of the relationship between curriculum guidelines and nature activities, we aim to empower early childhood educators to embrace nature as an integral part of their classroom practices.","PeriodicalId":508528,"journal":{"name":"The Curriculum Journal","volume":"50 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139869751","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}
Colin Foster, Bethany Woollacott, T. Francome, Chris Shore, Caroline Peters, Hannah Morley
There are increasingly frequent calls for school mathematics curricula to be informed by robust research evidence. One approach to achieving this is designing evidence‐informed learning and teaching resources for the classroom. In this paper, we reflect on our experiences of designing a free and fully resourced complete set of secondary mathematics curriculum materials. We explore in detail the challenges we have encountered in our attempts to apply principles from the cognitive theory of multimedia learning. We focus on tensions we have experienced when simultaneously applying multiple principles and balancing these with other educational considerations. Specifically, we consider trade‐offs between redundancy versus clarity, seductive details versus richness, personalisation and emotional design versus abstraction, spatial contiguity and signalling versus parsimony, and pre‐training and worked examples versus exploration. We examine the choices and dilemmas we faced, and illustrate our emerging attempts to resolve these tensions through presenting multiple examples from our design work. We conclude with recommendations about how tensions among these design principles might be navigated in curriculum design and we suggest possible avenues for further research in this area.
{"title":"Challenges in applying principles from cognitive science to the design of a school mathematics curriculum","authors":"Colin Foster, Bethany Woollacott, T. Francome, Chris Shore, Caroline Peters, Hannah Morley","doi":"10.1002/curj.249","DOIUrl":"https://doi.org/10.1002/curj.249","url":null,"abstract":"There are increasingly frequent calls for school mathematics curricula to be informed by robust research evidence. One approach to achieving this is designing evidence‐informed learning and teaching resources for the classroom. In this paper, we reflect on our experiences of designing a free and fully resourced complete set of secondary mathematics curriculum materials. We explore in detail the challenges we have encountered in our attempts to apply principles from the cognitive theory of multimedia learning. We focus on tensions we have experienced when simultaneously applying multiple principles and balancing these with other educational considerations. Specifically, we consider trade‐offs between redundancy versus clarity, seductive details versus richness, personalisation and emotional design versus abstraction, spatial contiguity and signalling versus parsimony, and pre‐training and worked examples versus exploration. We examine the choices and dilemmas we faced, and illustrate our emerging attempts to resolve these tensions through presenting multiple examples from our design work. We conclude with recommendations about how tensions among these design principles might be navigated in curriculum design and we suggest possible avenues for further research in this area.","PeriodicalId":508528,"journal":{"name":"The Curriculum Journal","volume":"201 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485502","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}
The integrated status of Social Studies in the Norwegian Curriculum for Knowledge Promotion in Primary and Secondary Education and Training 2020 reflects an international educational trend pertaining to a movement from knowledge and traditional disciplinary thinking to generic skills, competence and boundary crossing. This article addresses the changed organisation of geography as a subject within Social Studies in the national curriculum framework. Through a thematic analysis of how geographical knowledge is classified and represented in the curriculum, this article discusses opportunities and limitations in the curriculum when it comes to developing students' powerful geographical knowledge. The analysis shows that geographical knowledge is organised in an attempt to reduce content boundaries. Found across the curriculum, geographical knowledge includes geographical scale, geographic conditions and human–nature interconnections. However, geographical knowledge is represented through an understanding of space as absolute and fixed rather than relational and dynamic, as well as through a technical and mainly individual understanding of scale. We conclude that boundary crossing related to sustainability and citizenship as interdisciplinary topics opens opportunities for powerful geographical knowledge, although this potential is limited by the weak classification of geography in the curriculum for Social Studies.
{"title":"From boundary maintenance to boundary crossing: Geography in the Norwegian national curriculum","authors":"Ingrid Løken, Annika Wetlesen","doi":"10.1002/curj.247","DOIUrl":"https://doi.org/10.1002/curj.247","url":null,"abstract":"The integrated status of Social Studies in the Norwegian Curriculum for Knowledge Promotion in Primary and Secondary Education and Training 2020 reflects an international educational trend pertaining to a movement from knowledge and traditional disciplinary thinking to generic skills, competence and boundary crossing. This article addresses the changed organisation of geography as a subject within Social Studies in the national curriculum framework. Through a thematic analysis of how geographical knowledge is classified and represented in the curriculum, this article discusses opportunities and limitations in the curriculum when it comes to developing students' powerful geographical knowledge. The analysis shows that geographical knowledge is organised in an attempt to reduce content boundaries. Found across the curriculum, geographical knowledge includes geographical scale, geographic conditions and human–nature interconnections. However, geographical knowledge is represented through an understanding of space as absolute and fixed rather than relational and dynamic, as well as through a technical and mainly individual understanding of scale. We conclude that boundary crossing related to sustainability and citizenship as interdisciplinary topics opens opportunities for powerful geographical knowledge, although this potential is limited by the weak classification of geography in the curriculum for Social Studies.","PeriodicalId":508528,"journal":{"name":"The Curriculum Journal","volume":"28 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139597888","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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