Attending to the Unfolding-ness: Exploring the Complexities of Curriculum Making in Teacher Education

2019 ◽  
pp. 17-35
Author(s):  
D. A. Hutchinson ◽  
C. L. Clarke
Keyword(s):  
Teacher Education ◽  
Curriculum Making

scholarly journals Integrating different forms of knowledge in the teaching qualification Diploma in Grade R Teaching

2014 ◽  
Vol 4 (1) ◽  
pp. 20
Author(s):  
Nici Rousseau
Keyword(s):  
Teacher Education ◽  
Conceptual Framework ◽  
Teacher Educators ◽  
Types Of Knowledge ◽  
Knowledge Types ◽  
Curriculum Making ◽  
Forms Of Knowledge

<p>From a view of multiple types of knowledge for a blend in teacher education, the paper discusses the need for epistemological diversity in the types of knowledge for grade R teacher education. I claim in this article that for epistemological diversity, innovative mixes of knowledge are required and that they have to be explicated. The argument of the article is that the decisions made by teacher educators when constructing a curriculum for a new grade R qualification are especially challenging because of the narrow purpose<br />of the qualification. The paper offers an analysis of various models of knowledge types and mixes, outlining each one’s purpose. Finally, the paper provides an epistemological<br />distillation in a conceptual framework which can guide the process of curriculum making, offering all participants a chance to contribute to the layers underneath the patina of the painting that offers life to the curriculum.</p>

Access, Opportunity, and Curriculum Making Through Multimodal Meaning-Making and Technology Integration in Teacher Education

2020 ◽  
pp. 188-213
Author(s):  
Christi U. Edge
Keyword(s):  
Teacher Education ◽  
Technology Integration ◽  
Literacy Practices ◽  
Meaning Making ◽  
Teacher Educator ◽  
Multimodal Literacy ◽  
Multimodal Texts ◽  
Secondary Reading ◽  
Critical Friends ◽  
Curriculum Making

This chapter describes an investigation into exploring meaning making through multimodal literacy practices and technology integration for teacher education within the context of an online, secondary reading course for K-12 teachers. Through the use of a collaborative conference protocol, discourse with cross-disciplinary critical friends, and visual thinking data analysis strategies, a teacher educator examined existing multimodal literacy practices and then studied course redesign and technology integration. Results include recognizing opportunities for diverse learners to access and use prior knowledge in the construction of new knowledge, reframing the course delivery platform as a multimodal “text,” increasing opportunity for learners to construct and communicate complex understandings through multimodal texts and technology-infused assessments, and learners' curriculum making through transmediation mediated by technology.

scholarly journals Understanding Curriculum as Phenomenon, Field, and Design: A Multidimensional conceptualization

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Daniel F. Johnson-Mardones
Keyword(s):  
Teacher Education ◽  
Curriculum Development ◽  
Design Process ◽  
Curriculum Design ◽  
Curriculum Theory ◽  
Complex Phenomenon ◽  
Academic Field ◽  
Different Dimensions ◽  
Curriculum Making ◽  
Multidimensional Concept

This paper searches for an understanding of curriculum as a phenomenon, a field, and a design process. Curriculum is a complex phenomenon. Curriculum is also an “interdisciplinary academic field devoted to understanding curriculum” (Pinar, 2011, ix). In addition, curriculum also refers to the process of design through which the content of schooling is verified. The context of my endeavour is teacher education. In fact, thinking about curriculum becomes even more complex when thinking about how to teach it to future teachers. It seems to me that at this level we cannot avoid to assume a pluralistic view of the field thinking what is its historical legacy, including the major gap between curriculum theory and curriculum development. Therefore, the field of curriculum studies has changed by incorporating different dimensions to the concept of curriculum, making it a layered or multidimensional concept. I argue that a multidimensional concept of curriculum can be a powerful theoretical tool for understanding curriculum, to organized and create knowledge about it, and to inform the process of curriculum design.

scholarly journals Integrating different forms of knowledge in the teaching qualification Diploma in Grade R Teaching

2014 ◽  
Vol 4 (1) ◽  
pp. 167-186 ◽  
Author(s):  
Nici Rousseau
Keyword(s):  
Teacher Education ◽  
Conceptual Framework ◽  
Teacher Educators ◽  
Types Of Knowledge ◽  
Curriculum Making ◽  
Forms Of Knowledge

From a view of multiple types of knowledge for a blend in teacher education, the paperdiscusses the need for epistemological diversity in the types of knowledge for grade Rteacher education. I claim in this article that for epistemological diversity, innovativemixes of knowledge are required and that they have to be explicated. The argument of thearticle is that the decisions made by teacher educators when constructing a curriculumfor a new grade R qualification are especially challenging because of the narrow purposeof the qualification. The paper offers an analysis of various models of knowledge typesand mixes, outlining each one’s purpose. Finally, the paper provides an epistemologicaldistillation in a conceptual framework which can guide the process of curriculum making,offering all participants a chance to contribute to the layers underneath the patina of thepainting that offers life to the curriculum.

scholarly journals The Situation of Parents in the Curricular Commonplaces: A Place of Equal Rank?

2009 ◽  
Vol 2 (2) ◽  
pp. 139-154
Author(s):  
Debbie Pushor
Keyword(s):  
Teacher Education ◽  
Subject Matter ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
Educative Process ◽  
Curriculum Making

Schwab (1973) argued that four commonplaces of equal rank must be taken into account in curriculum making: students, teachers, subject matter and milieus. While he insisted that none of the commonplaces can be omitted without a vital loss, attention to milieus, particularly in relation to parents and families (rather than schools or classrooms), is largely being omitted in teacher education curriculum. This article explores how a teacher education curriculum attending to the positioning of parents helped interrupt one teacher’s story of parents. The article challenges us to consider who is rendered in/visible, who is in/validated, who finds schooling an educative process—and who is/does not—in the dominant plotline of parents as outsiders to curriculum.

scholarly journals Integrating different forms of knowledge

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Nici Rousseau
Keyword(s):  
Teacher Education ◽  
Conceptual Framework ◽  
Teacher Educators ◽  
Types Of Knowledge ◽  
Curriculum Making ◽  
Forms Of Knowledge

From a view of multiple types of knowledge for a blend in teacher education, the paperdiscusses the need for epistemological diversity in the types of knowledge for grade Rteacher education. I claim in this article that for epistemological diversity, innovativemixes of knowledge are required and that they have to be explicated. The argument of thearticle is that the decisions made by teacher educators when constructing a curriculumfor a new grade R qualification are especially challenging because of the narrow purposeof the qualification. The paper offers an analysis of various models of knowledge typesand mixes, outlining each one’s purpose. Finally, the paper provides an epistemologicaldistillation in a conceptual framework which can guide the process of curriculum making,offering all participants a chance to contribute to the layers underneath the patina of thepainting that offers life to the curriculum.

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