Student-centred inquiry as curriculum as a model for field-based teacher education.

Autor/inn/en	Oliver, Kimberly L.; Oesterreich, Heather A.
Titel	Student-centred inquiry as curriculum as a model for field-based teacher education.
Quelle	In: Journal of curriculum studies, 45 (2013) 3, S. 394-417Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2012.719550
Schlagwörter	Lehrerbildung; Schülerorientierter Unterricht; Curriculum; Modell
Abstract	This research project focuses on teacher education in a field-based methods course. We were interested in understanding what could be when we worked with pre-service teachers in a high school physical education class to assist them in the process of learning to listen and respond to their students in ways that might better facilitate young people's interest, motivation and learning. To develop a theoretical understanding of what happened in this field-based methods course designed to promote listening and responding to students as a way to guide curriculum, we utilised grounded theory. In this paper, we describe a model, student-centred inquiry as curriculum, which includes a cyclical process of building the foundation, planning, responding to students, listening to respond and analysing the responses. Student centred-inquiry as curriculum is a blending of action in the historical, localised and particular lived realities of students and teachers illuminated through inquiry with the simultaneous engagement of autobiographies, the negotiation of student voice and the social construction of content. We discuss this model as a possibility for transforming the status quo of teacher education and K-12 schools.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2013/4