Curriculum to the classroom : investigating the spatial practices of curriculum implementation in Queensland schools and its implications for teacher education
Data(s) |
01/03/2014
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Resumo |
Change is something that both pre-service and practising teachers face regularly throughout their professional lives. Curriculum change and consequential implementation is a case in point. This paper investigates the perspectives of a number of school-based stakeholders in regard to the implementation of the C2C materials in Queensland schools and how this has potential consequences for teacher education programs. It shows that often contradictory spaces emerge in regard to curriculum enactment and argues that a ‘one size fits all’ approach is not the most effective way to implement new curriculum. A transformative third space is offered whereby teachers are accorded with a voice in the way in which implementation occurs; ultimately allowing pre-service teachers to learn important skills required to be effective teachers. |
Formato |
application/pdf |
Identificador | |
Publicador |
Edith Cowan University |
Relação |
http://eprints.qut.edu.au/69894/2/69894.pdf http://ro.ecu.edu.au/ajte/vol39/iss3/9/ Barton, Georgina M., Garvis, Susanne, & Ryan, Mary E. (2014) Curriculum to the classroom : investigating the spatial practices of curriculum implementation in Queensland schools and its implications for teacher education. The Australian Journal of Teacher Education, 39(3), pp. 166-177. |
Direitos |
Copyright 2014 please consult author/s. |
Fonte |
Children & Youth Research Centre; School of Curriculum; Faculty of Education |
Palavras-Chave | #130200 CURRICULUM AND PEDAGOGY #curriculum implementation #spatial practices #teacher education #curriculum |
Tipo |
Journal Article |