{"title":"Toward a grammar of curriculum practice: Embracing new conceptions of curriculum and curriculum planning By Edmund C.Short, State University of New York Press. 2023. 160 pp. $33.95 (paperback). ISBN: 9781438493473","authors":"Nika Maglaperidze","doi":"10.1002/curj.273","DOIUrl":"https://doi.org/10.1002/curj.273","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"28 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141104059","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}
Russell Grigg, Helen Lewis, Miriam Morse, Tom Crick
Nearly forty years ago, Stenhouse argued that the function of the curriculum was to stimulate teachers' everyday reflection about and learning from practice. This suggestion, alongside his support for teachers as researchers, aligns with the Welsh Government's commitment to build an evidence‐informed profession as part of ongoing major education system‐level reforms, including the implementation of the new Curriculum for Wales from September 2022. University initial teacher education (ITE) partnerships are playing an important role in building collaborative research capacity. This paper describes a case study of one such partnership which aims to promote research‐informed, reflective practice among its postgraduate primary student teachers. We use one of Stenhouse's principles of empirical study to frame our discussion of how student teachers' reflective practice is supported through brief conversations with their teacher educators (mentors) during lessons. Using a mixed methods approach, the findings show that student teachers value in‐the‐moment feedback. The intervention also helps them to question aspects of teaching and learning, although such reflection is at a technical level. Our study is useful for teacher educators who are interested in supporting reflective practice through coaching and mentoring. It also cautions school leaders and policymakers implementing major curriculum reforms not to lose sight of Stenhouse's view that ‘it is teachers who, in the end, will change the world of the school by understanding it’. The paper concludes by discussing the research implications in shaping emerging practice and policy in the context of ongoing system‐level reform and curriculum implementation in Wales, with potential applicability and portability to other contexts and jurisdictions.
{"title":"Rethinking student teachers' professional learning in Wales: Promoting reflection‐in‐action","authors":"Russell Grigg, Helen Lewis, Miriam Morse, Tom Crick","doi":"10.1002/curj.271","DOIUrl":"https://doi.org/10.1002/curj.271","url":null,"abstract":"Nearly forty years ago, Stenhouse argued that the function of the curriculum was to stimulate teachers' everyday reflection about and learning from practice. This suggestion, alongside his support for teachers as researchers, aligns with the Welsh Government's commitment to build an evidence‐informed profession as part of ongoing major education system‐level reforms, including the implementation of the new Curriculum for Wales from September 2022. University initial teacher education (ITE) partnerships are playing an important role in building collaborative research capacity. This paper describes a case study of one such partnership which aims to promote research‐informed, reflective practice among its postgraduate primary student teachers. We use one of Stenhouse's principles of empirical study to frame our discussion of how student teachers' reflective practice is supported through brief conversations with their teacher educators (mentors) during lessons. Using a mixed methods approach, the findings show that student teachers value in‐the‐moment feedback. The intervention also helps them to question aspects of teaching and learning, although such reflection is at a technical level. Our study is useful for teacher educators who are interested in supporting reflective practice through coaching and mentoring. It also cautions school leaders and policymakers implementing major curriculum reforms not to lose sight of Stenhouse's view that ‘it is teachers who, in the end, will change the world of the school by understanding it’. The paper concludes by discussing the research implications in shaping emerging practice and policy in the context of ongoing system‐level reform and curriculum implementation in Wales, with potential applicability and portability to other contexts and jurisdictions.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"123 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141123956","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}
Louise J. Dalton, Louise Aukland, Ella Lloyd‐Newman, H. Buechner, Amy McCall, E. Rapa
The Oxford SEEN (Secondary Education around Early Neurodevelopment) project developed Key Stage 3 (11–14 year olds) science lesson content about the importance of the early years for lifelong health and evaluated its impact on students' knowledge of the neuroscience and practical application to a real‐world scenario. A mixed methods approach was used collecting quantitative and qualitative data from students and staff using pre‐ and post‐lesson surveys and focus groups. Data were analysed from 2767 students from 20 schools in England. The new curriculum successfully increased both student's scientific understanding and practical application of knowledge about neurodevelopment and the role of the caregiver. students’ mean multiple choice question scores (assessing knowledge) were higher post‐lesson compared to pre‐lesson; this increase was consistent across gender and year group. The post‐lesson and 6–8‐week follow‐up scores were similar, indicating a retention in students' knowledge. Students were also asked how they would care for a 2‐year‐old child to promote brain development; before the lessons 89% of students provided no or a basic level answer, but after the lessons 50% of students provided detailed or advanced comments. The lessons were feasible and acceptable; both teachers and students stated the curriculum should be taught to other students. Qualitative analyses indicated that the lessons inspired the curiosity of both teachers and students and were perceived to impact on students' interaction with children in their current lives and their future career choices. The Oxford SEEN curriculum could serve as a foundation to build community‐wide knowledge about the importance of the early years, with the aim of enhancing mental and physical health outcomes for future generations.
{"title":"Development and evaluation of neuroscience lesson content to improve Key Stage 3 (11–14 year old) students' understanding of the early years in England","authors":"Louise J. Dalton, Louise Aukland, Ella Lloyd‐Newman, H. Buechner, Amy McCall, E. Rapa","doi":"10.1002/curj.270","DOIUrl":"https://doi.org/10.1002/curj.270","url":null,"abstract":"The Oxford SEEN (Secondary Education around Early Neurodevelopment) project developed Key Stage 3 (11–14 year olds) science lesson content about the importance of the early years for lifelong health and evaluated its impact on students' knowledge of the neuroscience and practical application to a real‐world scenario. A mixed methods approach was used collecting quantitative and qualitative data from students and staff using pre‐ and post‐lesson surveys and focus groups. Data were analysed from 2767 students from 20 schools in England. The new curriculum successfully increased both student's scientific understanding and practical application of knowledge about neurodevelopment and the role of the caregiver. students’ mean multiple choice question scores (assessing knowledge) were higher post‐lesson compared to pre‐lesson; this increase was consistent across gender and year group. The post‐lesson and 6–8‐week follow‐up scores were similar, indicating a retention in students' knowledge. Students were also asked how they would care for a 2‐year‐old child to promote brain development; before the lessons 89% of students provided no or a basic level answer, but after the lessons 50% of students provided detailed or advanced comments. The lessons were feasible and acceptable; both teachers and students stated the curriculum should be taught to other students. Qualitative analyses indicated that the lessons inspired the curiosity of both teachers and students and were perceived to impact on students' interaction with children in their current lives and their future career choices. The Oxford SEEN curriculum could serve as a foundation to build community‐wide knowledge about the importance of the early years, with the aim of enhancing mental and physical health outcomes for future generations.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"120 51","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141125989","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}
Moira Hulme, Abigail Comber, Eli Jones, Julian Grant, John Baumber
Teacher evaluation and teachers' professional learning are too often confined to separate areas of research and professional practice. Rather than approach evaluation and enquiry as distinct or irreconcilable, this paper applies the ideas of Stenhouse to explore new possibilities for the reappropriation of mandated appraisal in ways that support teachers' professional growth. Illustrative case studies of laboratory schools in the United States and England are used to examine the interaction of local and lateral forms of professional accountability with external and hierarchical regulatory frameworks. The article reports the design and enactment of change in two schools (a US kindergarten through twelfth grade school and a UK high school) connected through the International Association of Laboratory Schools (IALS) that purposively redesigned appraisal over a three‐year period to build capacity for collaborative curriculum enquiry. Attention is afforded to the space for manoeuvre between advisory and mandatory guidance, and the challenges to relational trust and collective responsibility posed by performance‐based accountability systems. The findings provide new insights into how teacher‐led collaborative enquiry (curricular co‐design) can address the unintended consequences of test‐based accountability and rubrics‐based observation as principal drivers of educational improvement.
{"title":"Reclaiming accountability through collaborative curriculum enquiry: New directions in teacher evaluation","authors":"Moira Hulme, Abigail Comber, Eli Jones, Julian Grant, John Baumber","doi":"10.1002/curj.272","DOIUrl":"https://doi.org/10.1002/curj.272","url":null,"abstract":"Teacher evaluation and teachers' professional learning are too often confined to separate areas of research and professional practice. Rather than approach evaluation and enquiry as distinct or irreconcilable, this paper applies the ideas of Stenhouse to explore new possibilities for the reappropriation of mandated appraisal in ways that support teachers' professional growth. Illustrative case studies of laboratory schools in the United States and England are used to examine the interaction of local and lateral forms of professional accountability with external and hierarchical regulatory frameworks. The article reports the design and enactment of change in two schools (a US kindergarten through twelfth grade school and a UK high school) connected through the International Association of Laboratory Schools (IALS) that purposively redesigned appraisal over a three‐year period to build capacity for collaborative curriculum enquiry. Attention is afforded to the space for manoeuvre between advisory and mandatory guidance, and the challenges to relational trust and collective responsibility posed by performance‐based accountability systems. The findings provide new insights into how teacher‐led collaborative enquiry (curricular co‐design) can address the unintended consequences of test‐based accountability and rubrics‐based observation as principal drivers of educational improvement.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"56 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140970147","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 study explores potential barriers to curriculum accessibility for lower‐secondary school students with visual impairment in Senegal. A qualitative case study approach was used with purposeful sampling to collect data at a special school for students with visual impairment, and the three junior high schools that offer placement to the students with visual impairment after primary graduation from the special school. The study comprised 22 participants including six students with visual impairment, six regular teachers, three paraeducators, three special education teachers, and the four administrators of the schools. Data were collected using semi‐structured interviews, focus group discussions, and classroom observations. The study concluded that students with visual impairment in lower secondary schools face several obstacles to having proper access to the general education curriculum. The results highlight a lack of training and skills for teachers having students with visual impairment in junior high schools, a shortage of curriculum materials and adaptations, inconvenience of classroom environment, and a restricted collaboration between actors.
{"title":"Barriers to curriculum accessibility for students with visual impairment in general education setting: The experience of lower secondary school students in Senegal","authors":"Mbaye Dieng Diasse, Norimune Kawai","doi":"10.1002/curj.269","DOIUrl":"https://doi.org/10.1002/curj.269","url":null,"abstract":"This study explores potential barriers to curriculum accessibility for lower‐secondary school students with visual impairment in Senegal. A qualitative case study approach was used with purposeful sampling to collect data at a special school for students with visual impairment, and the three junior high schools that offer placement to the students with visual impairment after primary graduation from the special school. The study comprised 22 participants including six students with visual impairment, six regular teachers, three paraeducators, three special education teachers, and the four administrators of the schools. Data were collected using semi‐structured interviews, focus group discussions, and classroom observations. The study concluded that students with visual impairment in lower secondary schools face several obstacles to having proper access to the general education curriculum. The results highlight a lack of training and skills for teachers having students with visual impairment in junior high schools, a shortage of curriculum materials and adaptations, inconvenience of classroom environment, and a restricted collaboration between actors.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140994522","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 “System of Competency‐Based Curriculum Design” (SCCD) framework was developed to meet the requirement for reform in competency‐based education and overcome the limitations of Understanding by Design (UbD). This comprehensive framework, incorporating knowledge, skills, attitudes, and values, aligns with competency ingredients as defined by the Organisation for Economic Cooperation and Development (OECD) and integrates diverse curriculum theories. It provides educators with clear steps and empowers them to make iterative calibration while designing units/courses, ensuring a dynamic and responsive approach to curriculum development. To assess the stability and acceptance of the SCCD framework, a research instrument was developed, encompassing five stability subscales with a total of 25 items and an additional acceptance subscale featuring five items. A total of 455 participants who participated in SCCD training workshops were involved in the study. The research outcomes affirm the robustness of its theoretical foundation. Additionally, the unequivocal endorsement of its concept by teachers from diverse backgrounds serves as further validation of its integrity. The study concludes with recommendations derived from the obtained results.
{"title":"The stability and acceptance of the “system of competency‐based curriculum design” framework: Perspectives of teachers","authors":"Hsiao‐Fang Lin, Hsiu‐Lien Lu, Mei‐Jiun Lin","doi":"10.1002/curj.265","DOIUrl":"https://doi.org/10.1002/curj.265","url":null,"abstract":"The “System of Competency‐Based Curriculum Design” (SCCD) framework was developed to meet the requirement for reform in competency‐based education and overcome the limitations of Understanding by Design (UbD). This comprehensive framework, incorporating knowledge, skills, attitudes, and values, aligns with competency ingredients as defined by the Organisation for Economic Cooperation and Development (OECD) and integrates diverse curriculum theories. It provides educators with clear steps and empowers them to make iterative calibration while designing units/courses, ensuring a dynamic and responsive approach to curriculum development. To assess the stability and acceptance of the SCCD framework, a research instrument was developed, encompassing five stability subscales with a total of 25 items and an additional acceptance subscale featuring five items. A total of 455 participants who participated in SCCD training workshops were involved in the study. The research outcomes affirm the robustness of its theoretical foundation. Additionally, the unequivocal endorsement of its concept by teachers from diverse backgrounds serves as further validation of its integrity. The study concludes with recommendations derived from the obtained results.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"105 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140669817","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 use of “post‐isms” has become increasingly prominent in academic discourse because it offers new perspectives for gaining insight into current developments in human society and the historical dimension of culture. In the Hong Kong educational context, the concept of “post‐isms” has permeated the current music curriculum. The curriculum guide alludes to posthumanist primary interests, was created in the postcolonial state after the return of the sovereignty of Hong Kong from Britain to China in 1997, and is associated with poststructural psychoanalysis that values the subjectivity of listeners. This article investigates the entanglement of the Hong Kong music curriculum and the “post‐isms” from the perspectives of posthumanism, postcolonialism, and poststructural psychoanalysis. It is found that the curriculum guide demonstrates a commitment to ecology/human relations through both cross‐species communication and understanding, as well as pro‐nature humanism. It entangles with the concept of hybridity in postcolonialism and functions as a strategy of disavowal of the colonial legacy and the cultivation of the original national identity. The guide also perceives music as an agency that produces subjectivity by positioning the listener as subject. By investigating the Hong Kong music curriculum through the three lenses, implications for music curriculum development were drawn. It is urged that only when a music curriculum takes into account the multidimensionality of music can it reveal the greatest potential of music.
{"title":"Understanding the Hong Kong music curriculum through the lenses of posthumanism, postcolonialism, and poststructural psychoanalysis","authors":"Chi Kai Lam","doi":"10.1002/curj.266","DOIUrl":"https://doi.org/10.1002/curj.266","url":null,"abstract":"The use of “post‐isms” has become increasingly prominent in academic discourse because it offers new perspectives for gaining insight into current developments in human society and the historical dimension of culture. In the Hong Kong educational context, the concept of “post‐isms” has permeated the current music curriculum. The curriculum guide alludes to posthumanist primary interests, was created in the postcolonial state after the return of the sovereignty of Hong Kong from Britain to China in 1997, and is associated with poststructural psychoanalysis that values the subjectivity of listeners. This article investigates the entanglement of the Hong Kong music curriculum and the “post‐isms” from the perspectives of posthumanism, postcolonialism, and poststructural psychoanalysis. It is found that the curriculum guide demonstrates a commitment to ecology/human relations through both cross‐species communication and understanding, as well as pro‐nature humanism. It entangles with the concept of hybridity in postcolonialism and functions as a strategy of disavowal of the colonial legacy and the cultivation of the original national identity. The guide also perceives music as an agency that produces subjectivity by positioning the listener as subject. By investigating the Hong Kong music curriculum through the three lenses, implications for music curriculum development were drawn. It is urged that only when a music curriculum takes into account the multidimensionality of music can it reveal the greatest potential of music.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"25 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140711588","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}
Diane Swift, Gemma Clowes, Sarah Gilbert, Alex Lambert
In England, the development of teachers' curriculum design capabilities has been identified as a ‘challenge remaining’ (Department for Education [DfE]. (2022). Opportunity for all: Strong schools with great teachers for your child. https://www.gov.uk/government/publications/opportunity‐for‐all‐strong‐schools‐with‐great‐teachers‐for‐your‐child). A recent White Paper (Department for Education [DfE]. (2022). Opportunity for all: Strong schools with great teachers for your child. https://www.gov.uk/government/publications/opportunity‐for‐all‐strong‐schools‐with‐great‐teachers‐for‐your‐child) offered access to a publicly funded online platform as a solution. Drawing on Stenhouse's concepts of teachers as researchers and curriculum as an inquiry process, this article argues that such a policy initiative restricts both curriculum and professional development. An alternative approach to curriculum design, one based on Stenhouse's conception of the iterative development of teachers' professional and curriculum knowledge is profiled. In this article, we, as four teacher‐researchers, analyse a project which featured the Curriculum Design Coherence (CDC) model. We share insights gained from our involvement, both in relation to our professional learning and the impact of our curriculum design work on our pupils. We argue that the ‘othering’ of teachers in research contributes towards the under valuing of practice‐informed evidence in policy making. We draw on the work of Lawrence Stenhouse to inform a different means of generating educational research evidence, one that sustains teacher‐researchers through engagement with principles and concepts so as to inform policy and curriculum development.
在英格兰，教师课程设计能力的发展已被确定为 "余下的挑战"（教育部 [DfE]。(2022).Opportunity for all：Strong schools with great teachers for your child. https://www.gov.uk/government/publications/opportunity-for-all-strong-schools-with-great-teachers-for-your-child）。最近的一份白皮书（Department for Education [DfE].(2022).Opportunity for all：https://www.gov.uk/government/publications/opportunity-for-all-strong-schools-with-great-teachers-for-your-child) 提供了一个由政府资助的在线平台作为解决方案。本文借鉴斯滕豪斯（Stenhouse）关于教师作为研究者和课程作为探究过程的概念，认为这样的政策举措限制了课程和专业发展。本文介绍了另一种课程设计方法，即基于斯滕豪斯关于教师专业和课程知识迭代发展的概念。在本文中，我们作为四位教师研究者，分析了一个以课程设计一致性（CDC）模式为特色的项目。我们分享了从我们的专业学习和课程设计工作对学生的影响两方面的参与中获得的启示。我们认为，教师在研究中的 "他者化 "导致了在政策制定中对以实践为依据的证据重视不够。我们借鉴劳伦斯-斯滕豪斯（Lawrence Stenhouse）的研究成果，提出了一种不同的 教育研究证据生成方式，即通过让教师研究者参与原则和概念的制定，为政策和课程开发 提供信息。
{"title":"Sustaining professionalism: Teachers as co‐enquirers in curriculum design","authors":"Diane Swift, Gemma Clowes, Sarah Gilbert, Alex Lambert","doi":"10.1002/curj.267","DOIUrl":"https://doi.org/10.1002/curj.267","url":null,"abstract":"In England, the development of teachers' curriculum design capabilities has been identified as a ‘challenge remaining’ (Department for Education [DfE]. (2022). Opportunity for all: Strong schools with great teachers for your child. https://www.gov.uk/government/publications/opportunity‐for‐all‐strong‐schools‐with‐great‐teachers‐for‐your‐child). A recent White Paper (Department for Education [DfE]. (2022). Opportunity for all: Strong schools with great teachers for your child. https://www.gov.uk/government/publications/opportunity‐for‐all‐strong‐schools‐with‐great‐teachers‐for‐your‐child) offered access to a publicly funded online platform as a solution. Drawing on Stenhouse's concepts of teachers as researchers and curriculum as an inquiry process, this article argues that such a policy initiative restricts both curriculum and professional development. An alternative approach to curriculum design, one based on Stenhouse's conception of the iterative development of teachers' professional and curriculum knowledge is profiled. In this article, we, as four teacher‐researchers, analyse a project which featured the Curriculum Design Coherence (CDC) model. We share insights gained from our involvement, both in relation to our professional learning and the impact of our curriculum design work on our pupils. We argue that the ‘othering’ of teachers in research contributes towards the under valuing of practice‐informed evidence in policy making. We draw on the work of Lawrence Stenhouse to inform a different means of generating educational research evidence, one that sustains teacher‐researchers through engagement with principles and concepts so as to inform policy and curriculum development.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"118 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140708985","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 article explores a form of classroom inquiry linked to postgraduate primary student–teachers’ education, whilst on practicum in England. The inquiry model is congruent with Stenhouse's’ notions of ‘teachers as researchers’ undertaking ‘systematic’ inquiry in a ‘naturalistic’ environment. Feldman further develops Stenhouse's conception into a definition of action research, where teachers come to a better understanding of their practice. The inquiry bases itself on the central tenants of close to practice (CtP), which is defined as research that: focuses on issues defined by practitioners as relevant to their practice and involves collaboration between people whose main expertise is research, practice, or both. As teacher educators, we evaluated the potential of CtP inquiry, by undertaking a critical discourse analysis (CDA) of sixteen student–teacher research reports. CDA revealed that several socio‐cognitive processes took place as a result of, student–teachers engaging in CtP research, including explorations of identity, beliefs and values and negotiation of power relationships and structures. Further analysis provided insights into Stenhouses' conceptualisation, firstly, how student–teachers committed to developing their understanding of the curriculum with respect to teaching design. Secondly, the findings resonate with student–teachers rejecting acting as ‘docile agents’ within existing structures and developing ‘pathways to emancipation and autonomy’. Thirdly, testimony revealed that student–teachers valued this mode of learning and developed critical attitudes to educational research. This study has clear implications for the design of initial teacher education programs and the continued professional development of teachers in England and potentially further afield.
{"title":"Close to practice research as a means of rethinking elements of student–teacher's classroom practice","authors":"Karen Blackmore, Jenny Hatley","doi":"10.1002/curj.262","DOIUrl":"https://doi.org/10.1002/curj.262","url":null,"abstract":"This article explores a form of classroom inquiry linked to postgraduate primary student–teachers’ education, whilst on practicum in England. The inquiry model is congruent with Stenhouse's’ notions of ‘teachers as researchers’ undertaking ‘systematic’ inquiry in a ‘naturalistic’ environment. Feldman further develops Stenhouse's conception into a definition of action research, where teachers come to a better understanding of their practice. The inquiry bases itself on the central tenants of close to practice (CtP), which is defined as research that: focuses on issues defined by practitioners as relevant to their practice and involves collaboration between people whose main expertise is research, practice, or both. As teacher educators, we evaluated the potential of CtP inquiry, by undertaking a critical discourse analysis (CDA) of sixteen student–teacher research reports. CDA revealed that several socio‐cognitive processes took place as a result of, student–teachers engaging in CtP research, including explorations of identity, beliefs and values and negotiation of power relationships and structures. Further analysis provided insights into Stenhouses' conceptualisation, firstly, how student–teachers committed to developing their understanding of the curriculum with respect to teaching design. Secondly, the findings resonate with student–teachers rejecting acting as ‘docile agents’ within existing structures and developing ‘pathways to emancipation and autonomy’. Thirdly, testimony revealed that student–teachers valued this mode of learning and developed critical attitudes to educational research. This study has clear implications for the design of initial teacher education programs and the continued professional development of teachers in England and potentially further afield.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140228958","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}
Sally Bamber, Sarah Blears‐Chalmers, Daryn Egan-Simon, Christine Packer, Sarah Guest, Joanna Hall
In this paper, we interrogate and justify the design of a local project that used collaborative design research in a secondary school in England. As authors, we represent teachers and teacher educators engaged in design research, whereby we acknowledge the difficulties implicit to university and school collaborations within a performative culture. Our analysis recognises the struggle for research‐informed professional judgement in the decision‐making and actions of educators that are situated in schools. A professional learning project is analysed to position teachers and teacher educators as practitioner researchers. In this respect, Stenhouse's work provides an analytical framework that is both a lens through which to interpret the nature of collaborations, as well as a methodology that allows us to understand the way in which we navigate the gap between educators' aspirations and the curriculum design and teaching within the project. The collaborative design research project was stimulated by an aspiration to make trigonometry accessible to low prior attaining pupils in a secondary mathematics classroom. This provides a stimulus for understanding the conditions that enable collaborative lesson inquiry and to question whether it can provoke raised aspirations for young people in inclusive classrooms. This allows us to understand the work of teachers as researchers and research users in an increasingly messy teacher education context. We interrogate the potentially problematic connection between research and practice within collaborative inquiry, as we understand how we enable research that is “held accountable for its relevance to practice” because “that relevance can only be validated by practitioners” (Stenhouse, 1988, p. 49).
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