Teaching and Learning in a Competence-Based Curriculum: The Case of Four Secondary Schools in England

Autor/inn/en	Byrne, Jenny; Downey, Christopher; Souza, Ana
Titel	Teaching and Learning in a Competence-Based Curriculum: The Case of Four Secondary Schools in England
Quelle	In: Curriculum Journal, 24 (2013) 3, S.351-368 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2012.731008
Schlagwörter	Foreign Countries; Competency Based Education; Case Studies; Secondary Schools; Teaching Methods; Conventional Instruction; Interdisciplinary Approach; Curriculum; Knowledge Level; Teacher Effectiveness; Self Efficacy; Teacher Role; Personal Autonomy; Student Participation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Case study; Fallstudie; Case Study; Sekundarschule; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Curricula; Lehrplan; Rahmenplan; Wissensbasis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Lehrerrolle; Individuelle Autonomie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	This article focuses on four case study schools that have adopted innovative competence-based curriculum (CBC) projects in Year 7 for a variety of educational and social reasons. The article discusses the issues and challenges posed by the CBC for teachers in the daily life of the classroom. Philosophical ideas about the purpose of education vary because they are driven by ideological positions. Consequently the nature and structure of the curriculum influenced by the stance adopted inevitably affects approaches to teaching and learning. It is contended that changes to the curricula in the case study schools have revealed tensions between traditional approaches to teaching and learning with "strong" classification and framing and the new, more progressive approaches with "weak" classification and framing. These tensions impact on teachers' identities and this can make effective classroom practice problematic. The article concludes that managing the tensions between traditional and more progressive pedagogies is worthwhile as this will enable students to become more fully integrated, and successful participatory members of twenty-first-century society rather than simply reproducing the socio-economic "status quo", or the requirements of current dominant educational discourse in England. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10