The Practical 4: Something for Curriculum Professors to Do

Schwab, Joseph J.

doi:10.2307/1179606

Cited by 148 publications

(53 citation statements)

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“…In this context, Aoki cautioned against the rigidity of a prescribed curriculum -a curriculum intended to promote consistency and sameness between and across classrooms and grades. Aoki's work highlighted a concern among curriculum theorists that prescribed curriculum places the teacher in a subservient position to the curriculum, diminishing his/her autonomy (Apple, 1983;Bushnell, 2003;MacGillivray, Ardell, Curwen & Palma, 2004;Schwab, 1983). Apple (1983) had concerns about what he termed the "tension" between a prescribed curriculum and teacher autonomy.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Such passivity may be the result of teachers' perceptions of being positioned as subservient to the curriculum, affecting teachers' identities as professionals and diminishing professional autonomy. Subservience results when teachers feel decisions are outside of their control (Aoki, 1990;Apple, 1983;Bushnell, 2003;Schwab, 1983).…”

Section: Revue Des Sciences De L'éducation De Mcgill • Vol 51 N O 2 mentioning

confidence: 99%

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The Struggle for Teacher Professionalism in a Mandated Literacy Curriculum

Costello

2017

mje

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This article reports on a study investigating how elementary teachers experienced the literacy initiatives that have been implemented in schools across PEI over the past five years. Such initiatives included the implementation of standardized instructional and assessment materials across the board and the emphasis on consistency of program use, reporting, and evaluation. Data were gathered through an online survey and interviews. Throughout this study, issues of professionalism, emotional impact, and teacher resistance were explored. This article focuses specifically on the issue of teacher professionalism and its relationship with prescribed curriculum. Findings suggest that professionalism is challenged when teachers attempt to adhere to the fidelity of program processes. However, fidelity to the purpose of a program would allow for teacher decision-making and autonomy within the context of any given program or practice.Ce texte présente les résultats d’un projet de recherche explorant la manière dont les enseignants de l’Île-du-Prince-Édouard ont vécu la mise en place d’actions en littératie au cours des cinq dernières années. Des données ont été recueillies à l’aide d’un sondage en ligne et d’entrevues. Au cours de l’enquête, des problématiques relatives au professionnalisme, aux impacts émotionnels et à la résistance des enseignants ont été explorées. Cet article s’attarde particulièrement à la question du professionnalisme enseignant dans le cadre d’un programme prescrit. Les résultats indiquent que lorsque les enseignants tentent de se conformer scrupuleusement aux processus du programme, ceux-ci le font au détriment de leur professionnalisme enseignant. Cependant, être fidèles aux objectifs du programme permettrait aux enseignants de préserver leur capacité à prendre des décisions et leur autonomie et ce, au sein de n’importe lequel programme ou milieu de travail

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Revue Des Sciences De L'éducation De Mcgill • Vol 51 N O 2 mentioning

confidence: 99%

The Struggle for Teacher Professionalism in a Mandated Literacy Curriculum

Costello

2017

mje

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“…Finding the Questions 6 student, the teacher, the curriculum (what is taught) and the milieu (Schwab, 1983) in which education took place.…”

Section: Chaptermentioning

confidence: 99%

Towards an Architecture for the Teaching of Virtues, Values and Ethics

Heasly¹

2015

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“…The effective integration of technology into teaching and learning is still dependent on the teachers, who both design and implement curriculum within a classroom (Clandinin & Connelly, 1992;Koehler & Mishra, 2008). Teachers, not principals or policy makers, make daily decisions about what to teach and how to teach with an awareness of the local context only a teacher can understand (Schwab, 1983).…”

Section: Teacher Preparationmentioning

confidence: 99%

Determining the Impact of an Integrated Triadic Model on TPACK Development in Preservice Teachers

Price

2014

Journal of Digital Learning in Teacher Education

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This study applied the researcher-constructed Integrated Triadic Model (ITM) to an elementary social studies teaching methods course and measured the extent that preservice teachers' technological pedagogical content knowledge (TPACK) changed throughout the semester. The study also gathered preservice teachers' beliefs about the effectiveness of ITMbased course activities for developing TPACK. Participants' self-assessment and reflective writings indicated an increase in preservice teachers' understanding of the relationships between technologies, instructional strategies, and social studies content. Although performance-based data did not support similar growth, contextual limitations of the study were not conducive for accurately measuring a change in participants' enacted TPACK.The application of the ITM created and enhanced course activities that contributed to the development of preservice teachers' TPACK. The ITM represents a new model that combines three TPACK development approaches to prepare teachers to effectively and appropriately teach with technology. The incorporation of learning activities types into the ITM augments existing models that feature learning by design and reflection. Teacher education programs can use the ITM to evaluate and re-design learning experiences in instructional technology courses, methods courses, and field placements to better prepare preservice teachers to integrate technology into teaching and learning activities. Future research should apply the ITM in both preservice and inservice preparatory experiences to engage teachers in a deeper, simultaneous consideration of technology, pedagogy, and content. Research should track teachers' development of TPACK over time using longitudal studies.

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The Practical 4: Something for Curriculum Professors to Do

Cited by 148 publications

References 0 publications

The Struggle for Teacher Professionalism in a Mandated Literacy Curriculum

The Struggle for Teacher Professionalism in a Mandated Literacy Curriculum

Towards an Architecture for the Teaching of Virtues, Values and Ethics

Determining the Impact of an Integrated Triadic Model on TPACK Development in Preservice Teachers

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