Literaturnachweis - Detailanzeige
| Autor/inn/en | Sherbine, Kortney; Hara, May |
|---|---|
| Titel | The Curriculum-as-Plan as the Refrain |
| Quelle | In: Journal of Curriculum and Pedagogy, 19 (2022) 1, S.49-68 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1550-5170 |
| DOI | 10.1080/15505170.2020.1841047 |
| Schlagwörter | Curriculum Development; Student Teachers; Teacher Attitudes; Beliefs; Early Childhood Education; Practicums; Expectation; Compliance (Psychology) |
| Abstract | Though classroom teachers learn about inquiry-based teaching and learning and the project-based approach in their teacher education programs, they must often negotiate a lived curriculum amidst pressure to use a prescribed curriculum that has been adopted at the school or district level. We consider eight student teachers' experiences with and interpretations of the prescribed curriculum during their practicum semester. Drawing on Aoki's conceptualization of the curriculum-as-plan and Deleuze and Guattari's notion of the refrain, we consider student teachers' articulated beliefs about curriculum, focus group meetings, and individual interviews to inquire about how the student teachers experienced and made sense of the curriculum-as-plan and what they believed it to have produced in their early childhood classrooms. We describe how student teachers perceived powerful expectations to comply to the curriculum-as-plan through the establishment of curricular rhythms and routines and how, despite these expectations, they were also willing to create openings in the prescribed curriculum that would enable their teaching to be more aligned with their beliefs. To conclude, we offer suggestions for teacher educators to help preservice teachers negotiate practicing their beliefs while acknowledging existing expectations of compliance to the prescribed curriculum. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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