Journal of Curriculum Studies最新文献_第10页

Teaching and learning financial literacy within social studies – a case study on how to realise curricular aims and ambitions 在社会研究中教授和学习金融知识-如何实现课程目标和抱负的案例研究

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-04-24 DOI: 10.1080/00220272.2023.2203771

Mattias Björklund, Johan Sandahl

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引用次数: 1

Fostering competence: a narrative case study of developing a two-dimensional curriculum in Denmark 培养能力:丹麦发展二维课程的叙事案例研究

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-03-04 DOI: 10.1080/00220272.2023.2196570

Tomas Højgaard, Janne Solberg

{"title":"Fostering competence: a narrative case study of developing a two-dimensional curriculum in Denmark","authors":"Tomas Højgaard, Janne Solberg","doi":"10.1080/00220272.2023.2196570","DOIUrl":"https://doi.org/10.1080/00220272.2023.2196570","url":null,"abstract":"ABSTRACT This article examines curricular development within compulsory science and mathematics education (grades k-9) in Denmark during a 20-year transition towards competency-oriented curricula. The article contains two main parts. In the first part, we describe the Danish case, emphasizing how international and national trends at the turn of the millennium led to the development of competency-oriented curricula based on a two-dimensional framework. In this framework, subject goals are separated into competency and subject matter goals. In the second part, we explore teachers’ perspectives on potentials and challenges when implementing competency-oriented teaching. Teachers found the two-dimensional framework useful when translating curricula into teaching practice. This analysis also identified four key aspects that support teachers’ work within this framework: Maintaining two-dimensionality, coherent competency goals, goals that are both purposeful and teachable, and a feasible content structure. We conclude the article by proposing a model that combines these four aspects and by suggesting possible avenues for future research and developmental processes.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"3 1","pages":"223 - 250"},"PeriodicalIF":2.1,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78921356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Citizenship education under authoritarian Islamic nationalism: an exploration of teachers’ conceptions of citizenship in Turkey 伊斯兰威权民族主义下的公民教育:土耳其教师公民观念的探索

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-03-04 DOI: 10.1080/00220272.2023.2185106

K. Sen

{"title":"Citizenship education under authoritarian Islamic nationalism: an exploration of teachers’ conceptions of citizenship in Turkey","authors":"K. Sen","doi":"10.1080/00220272.2023.2185106","DOIUrl":"https://doi.org/10.1080/00220272.2023.2185106","url":null,"abstract":"ABSTRACT This study explores a group of social studies teachers’ conceptions of citizenship by taking into consideration the country’s increasingly authoritarian political culture. It offers an analysis of semi-structured interviews carried out with 20 teachers working at state middle schools in a relatively secular city. The study found that the majority of the teachers are subscribed to a non-democratic conception of citizenship that prioritizes an uncritical loyalty to the nation, inculcates passive compliance, relies on a pro-Muslim notion of human rights, and makes little room for political issues discussion. Despite that, some teachers seem to develop oppositional discourses and seek ways to claim their agencies. The study concludes that the authoritarian Islamic nationalism in power has intensified the ethno-religiously nationalist, statist, and duty-centric aspects of citizenship education (CE). Some teachers’ explicit emphasis on pro-Islamic and anti-western discourses and almost all teachers’ explicit concern to stay away from politics emerge as novel characteristics that are consistent with the dictates of Turkey’s authoritarian regime. It seems authoritarian populist nationalism redresses citizenship as an exclusionary notion grounded in race, ethnicity, religion, and civilizational claims. Insights from this research may help the advocates keep CE supportive of democratic values under authoritarian conditions.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"15 1","pages":"171 - 186"},"PeriodicalIF":2.1,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85658021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

MACOS課程方案發展始末及其歷史意義 MACOS課程方案發展始末及其歷史意義

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-03-01 DOI: 10.53106/181653382023031801003

鍾鴻銘鍾鴻銘

引用次数: 0

全球公民教育的批判性對話——評介《全球公民教育與多元文化主義危機：當前挑戰與觀點辯論》全球公民教育的批判性對話——評介《全球公民教育與多元文化主義危機：當前挑戰與觀點辯論》

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-03-01 DOI: 10.53106/181653382023031801004

周珮儀周珮儀

引用次数: 0

初探日治時期國民學校臺籍教師的課程意識與教學實踐之圖像：以音樂教師林妹為例初探日治時期國民學校臺籍教師的課程意識與教學實踐之圖像：以音樂教師林妹為例

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-03-01 DOI: 10.53106/181653382023031801001

蔡元隆蔡元隆

引用次数: 0

臺灣1945年至1967年國民學校國語科目的形成與展演：一個行動者網絡理論的視角臺灣1945年至1967年國民學校國語科目的形成與展演：一個行動者網絡理論的視角

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-03-01 DOI: 10.53106/181653382023031801002

黃瑄怡黃瑄怡

引用次数: 0

Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning 课程分析与计划模板:脚手架式职前教师专业知识在课程计划中的应用

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-02-28 DOI: 10.1080/00220272.2023.2182650

Adriana Zaragoza, T. Seidel, R. Santagata

{"title":"Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning","authors":"Adriana Zaragoza, T. Seidel, R. Santagata","doi":"10.1080/00220272.2023.2182650","DOIUrl":"https://doi.org/10.1080/00220272.2023.2182650","url":null,"abstract":"ABSTRACT Teacher education programmes need to provide opportunities that support the integration of theory with practice. To date, there is little research on how to help preservice teachers apply professional knowledge to an important aspect of practice: lesson planning. The present research developed an educational approach to lesson planning by drawing on research on professional vision and analysis of teaching. The approach shows what kinds of connections may be established between professional knowledge and lesson planning decisions. These connections require reasoning about possible learning effects of instruction according to principles of teaching and learning. To help preservice teachers make connections, a scaffolded progression was created using research on lesson planning, case methods and pedagogies of practice. This progression suggests providing preservice teachers with opportunities for the gradual application of professional knowledge to iterative cycles of lesson plan analysis and lesson planning. A tool for the implementation of this approach, the Lesson Analysis and Plan template, was designed through a research-practice partnership in a teacher preparation programme. Advice to future implementers of the template is discussed based on field experience.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"43 1","pages":"138 - 152"},"PeriodicalIF":2.1,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88914772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Trajectories of powerful knowledge and epistemic quality: analysing the transformations from disciplines across school subjects 强大知识和认知质量的轨迹:跨学校学科的学科转换分析

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-02-26 DOI: 10.1080/00220272.2023.2182164

Brian Hudson, N. Gericke, C. Olin-Scheller, Martin Stolare

{"title":"Trajectories of powerful knowledge and epistemic quality: analysing the transformations from disciplines across school subjects","authors":"Brian Hudson, N. Gericke, C. Olin-Scheller, Martin Stolare","doi":"10.1080/00220272.2023.2182164","DOIUrl":"https://doi.org/10.1080/00220272.2023.2182164","url":null,"abstract":"ABSTRACT This paper outlines the development of a comparative research framework in subject didactics and applies this in the process of analysing the transformations from academic disciplines across different school subjects. The theoretical framework builds on the concepts of ‘powerful knowledge’ and ‘transformation’ and ‘epistemic quality’ within which transformation processes from the classroom to the societal level are considered as ‘trajectories of powerful knowledge and epistemic quality’. The framework is used to analyse the findings from recent empirical studies across school subjects that have been reported on in publications arising from the Knowledge and Quality across School Subjects and Teacher Education (KOSS) network. 1 The paper then focuses on analysing the transformations from disciplines across school subjects, given that the first boundary in defining powerful knowledge concerns knowledge that is specialized in both how it is produced and transmitted. To analyse this boundary, the findings from the empirical studies are grouped into broad subject categories. These are then compared with the corresponding disciplines by using the widely cited Biglan classification scheme of academic disciplines in higher education. Finally, we consider the implications for curriculum planning and teacher education policy and reflect on the concept of subject-specific educational content knowledge (SSECK).","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"9 1","pages":"119 - 137"},"PeriodicalIF":2.1,"publicationDate":"2023-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87547790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

School history, identity and ethnicity: an examination of the experiences of young adults in England 学校历史、身份和种族:对英国年轻人经历的考察

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-02-26 DOI: 10.1080/00220272.2023.2184212

Saiba Sandhu, Richard Harris, Meggie Copsey-Blake

{"title":"School history, identity and ethnicity: an examination of the experiences of young adults in England","authors":"Saiba Sandhu, Richard Harris, Meggie Copsey-Blake","doi":"10.1080/00220272.2023.2184212","DOIUrl":"https://doi.org/10.1080/00220272.2023.2184212","url":null,"abstract":"ABSTRACT This paper looks at the experiences of school history education and explores the impact this education has had on the development of young adults and their sense of identity in England. Adopting a qualitative approach, this study used semi-structured interviews with twenty young adults, aged 18–22, some from white backgrounds, but most from minoritized ethnic backgrounds. 1 Four broad categories were identified in the data, namely ‘values and value’, ‘identity development', ‘curriculum connections’ and ‘narrative templates’. In the majority of cases, these young adults felt that history was important and had a role to play in addressing societal issues such as racism. However, the curriculum largely ignored the histories of minoritized ethnic groups, as the dominant narrative template favoured a white, Anglo-centric view of the world, and so served to fuel a sense of disconnection to the curriculum and to the state more generally. This paper suggests there is a need to pay closer attention to the place of history education in shaping a sense of belonging and personal identity, through a multiperspectivity approach.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"149 1","pages":"153 - 170"},"PeriodicalIF":2.1,"publicationDate":"2023-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86604524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1