Curriculum to the classroom : investigating the spatial practices of curriculum implementation in Queensland schools and its implications for teacher education


Autoria(s): Barton, Georgina M.; Garvis, Susanne; Ryan, Mary E.
Data(s)

01/03/2014

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

http://eprints.qut.edu.au/69894/

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