Seeing as Strangers: Teachers' Investigations of Lived Curriculum.

Autor/in	Joseph, Pamela Bolotin
Titel	Seeing as Strangers: Teachers' Investigations of Lived Curriculum.
Quelle	In: Journal of curriculum studies, 39 (2007) 3, S. 283-302Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Tagebuch; Kritisches Denken; Selbstbeurteilung; Schulkultur; Lehrer; Lehrerrolle; Schülerbeurteilung; Reflective Teaching; Curriculum; Curriculumevaluation; Mitwirkung; Soziale Gerechtigkeit; Transformation; Professionalisierung; Diskurs; Leistungsmessung; Theorie-Praxis-Beziehung; USA
Abstract	This paper explores the metaphor of the "teacher as stranger" as a guide for curriculum inquiry. It describes investigations conducted by educators in an introductory curriculum studies course and illustrates the themes revealed in students' lived-curriculum journals. In particular, it examines several journals to document how perceptions of curriculum changed over time, and to analyse the extent to which these teachers began to see as "strangers" by developing critical consciousness and changing their identities as curriculum workers. Finally, it considers strengths and weaknesses of curriculum inquiry guided by the concept "teacher as stranger" as a component of professional development. (Zusammenfassung vom Verlag übernommen).
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2008/4