Teacher education and the curriculum

Pountney, Richard and Swift, Diane (2024). Teacher education and the curriculum. In: Rata, Elizabeth ed. Research Handbook on Curriculum and Education. Edward Elgar, pp. 280–291.

DOI: https://doi.org/10.4337/9781802208542.00026

Abstract

The chapter analyses the development of primary teachers’ curriculum design capabilities through a case study from England. It shows how teachers, as co-researchers, used the Curriculum Design Coherence (CDC) Model to gain insights into professional learning, as well as offering considerations in relation to the further development of the CDC Model itself. The authors explore the means of developing teachers’ relationship with knowledge and agency by cleaving open the intellectual space between lesson planning and curriculum specifications. They make the case that the approach to curriculum design currently predominate in the English context is largely transactional, limiting professionalism. An alternative approach is offered - one based on developing teachers’ relationship with knowledge, foregrounding teachers as professionals with agency. The chapter shows how the systematic process of examining a curriculum can combat the conflation of curriculum and pedagogy, and deepen teachers’ understanding of subject knowledge.

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