Educational Reform, Enquiry-Based Learning and the Re-Professionalisation of Teachers

Autor/inn/en	Williamson, Ben; Morgan, John
Titel	Educational Reform, Enquiry-Based Learning and the Re-Professionalisation of Teachers
Quelle	In: Curriculum Journal, 20 (2009) 3, S.287-304 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
Schlagwörter	Curriculum Development; Curriculum Design; Educational Research; Educational Change; Biographies; Personal Narratives; Teaching Methods; Professional Development; Secondary School Teachers; Inquiry; Research Projects; Educational Policy; Educational Principles; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrplangestaltung; Bildungsforschung; Pädagogische Forschung; Bildungsreform; Biography; Biografie; Biographie; Erlebniserzählung; Teaching method; Lehrmethode; Unterrichtsmethode; Forschungsvorhaben; Politics of education; Bildungspolitik; Bildungsprinzip; Ausland; Großbritannien
Abstract	This article explores the implications for teacher education and continuous professional development (CPD) of enquiry-based learning, by drawing specifically on data collected during a four-year curriculum development and research project, Enquiring Minds (2005-9). Within the partnership approach to curriculum design endorsed by the project, teachers need to demonstrate commitment to the personal narratives of those they teach. Participating teachers have experienced this shift in their practice as a challenge both to their established routines and to their own professional narratives. Furthermore, it has become evident that adopting enquiry-based practices is at least partly influenced by teachers' own narrative pathways and professional biographies. In particular, some teachers have interpreted their renewed role as preparing children for a "high skills" new media age, while others have developed a more child-centred focus that draws on their own prior experiences of informal youth work and volunteering. The focus will therefore be on teacher re-professionalisation in the context of enquiry learning as well as in a policy context where child-centred "enquiry-based learning" and a "high skills" economy are in a taut relationship. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10