Journal of Curriculum Studies最新文献_第6页

Autonomy in the spaces: teacher autonomy, scripted lessons, and the changing role of teachers 空间中的自主权：教师的自主权、脚本课程和教师角色的变化

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-12-28 DOI: 10.1080/00220272.2023.2297229

Madhu Narayanan, A. L. Shields, T. J. Delhagen

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The need for First Nations pedagogical narratives: epistemic inertia and complicity in (re)creating settler-colonial education 原住民教学叙事的必要性：（重新）创造定居殖民主义教育的认识惯性和共谋性

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-12-20 DOI: 10.1080/00220272.2023.2294723

Sara Weuffen, Kevin Lowe, Rose Amazan, Katherine Thompson

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Beyond Deweyian perspective! Applicability of Experience-Based Cyclical Curriculum Design 超越杜威的视角!基于体验的循环课程设计的适用性

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-11-22 DOI: 10.1080/00220272.2023.2281914

Fatih Karatas, Seval Fer

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Grounded collaborative learning: on the misperceived relevance of philosophy in Africa 基于合作的学习:非洲哲学被误解的相关性

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-11-22 DOI: 10.1080/00220272.2023.2286364

Michael Omoge

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Resources for planning and teaching mathematics: a Swedish upper-secondary school case study 数学规划与教学的资源:瑞典高中个案研究

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-11-20 DOI: 10.1080/00220272.2023.2281912

Marcus Gustafsson, Jorryt van Bommel, Yvonne Liljekvist

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Teacher education effectiveness as an emerging research paradigm: a synthesis of reviews of empirical studies published over three decades (1993–2023) 作为一种新兴研究范式的教师教育有效性:三十年来(1993-2023)实证研究综述的综合

3区教育学

Journal of Curriculum Studies Pub Date : 2023-11-05 DOI: 10.1080/00220272.2023.2268702

Johannes König, Sandra Heine, Charlotte Kramer, Jonas Weyers, Michael Becker-Mrotzek, Jörg Großschedl, Charlotte Hanisch, Petra Hanke, Thomas Hennemann, Jörg Jost, Kai Kaspar, Benjamin Rott, Sarah Strauß

{"title":"Teacher education effectiveness as an emerging research paradigm: a synthesis of reviews of empirical studies published over three decades (1993–2023)","authors":"Johannes König, Sandra Heine, Charlotte Kramer, Jonas Weyers, Michael Becker-Mrotzek, Jörg Großschedl, Charlotte Hanisch, Petra Hanke, Thomas Hennemann, Jörg Jost, Kai Kaspar, Benjamin Rott, Sarah Strauß","doi":"10.1080/00220272.2023.2268702","DOIUrl":"https://doi.org/10.1080/00220272.2023.2268702","url":null,"abstract":"Numerous reviews have synthesized the empirical research on the effectiveness of teacher education, highlighting teacher education effectiveness research (TEER) as an emerging research paradigm. Our systematic search identified 27 reviews related to TEER, wherein teacher education is broadly understood as comprising all stages of teacher professionalization—namely, initial teacher education, teacher induction, and teacher professional development. In reviewing these reviews, we carry out a synthesis of existing research on TEER. Guided by four research questions (RQ), we focused major frameworks (RQ1), outcome measures (RQ2), processes (RQ3), and central research gaps (RQ4). Highlights: Only few reviews provide a background or macro framing, whereas most reviews apply TEER for examining a specific topic (RQ1); outcome measures often relate to the notion of teacher competence, making increased competence the true outcome of TEER (RQ2); coursework is the most dominant category of characteristics-forming processes (RQ3); the frameworks underlying the outcome measures appear to be an object of criticism on a theoretical but even more on a methodological level. Building on these findings, we suggest a processes-and-criteria classification (PCC) grounded in basic distinctions of the various studies synthesized by the reviews. We discuss perspectives on how this classification may provide an orientation for future TEER studies.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135724563","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

Pre-service teachers’ understanding of sacrificial listening as a pedagogical framework 职前教师对牺牲性倾听作为教学框架的理解

3区教育学

Journal of Curriculum Studies Pub Date : 2023-10-24 DOI: 10.1080/00220272.2023.2271545

Amy Allen, Mason Engelhardt, Carey Stewart

{"title":"Pre-service teachers’ understanding of sacrificial listening as a pedagogical framework","authors":"Amy Allen, Mason Engelhardt, Carey Stewart","doi":"10.1080/00220272.2023.2271545","DOIUrl":"https://doi.org/10.1080/00220272.2023.2271545","url":null,"abstract":"ABSTRACTListening is necessary for effective learning. Unfortunately, outside of comprehension tasks, listening is rarely emphasized as a key component of classroom instruction. This study considers a specific type of listening, sacrificial listening, theorized to help to bridge cultural, political, and religious divides by emphasizing understanding and unfamiliar voices. In this qualitative, arts-based research study, found poetry is used to investigate preservice teachers (PST) understandings of sacrificial listening as a pedagogical tool, including their consideration of its key components and applications to practice in the elementary classroom. While PST do appear to understand the power of sacrificial listening in reducing misunderstandings between unfamiliar voices, findings from this study also confirm what is already known about teacher education: there is an explicit need for teacher educators to intentionally work with PST on how to take an abstract theory and apply it to practice in concrete ways.KEYWORDS: Sacrificial listeningintergroup contact theorysocial and emotional learningactive listeningand teacher education Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135265962","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

Holocaust education in the post-secular era: Religious-Zionist lessons from the Holocaust 后世俗时代的大屠杀教育:大屠杀的宗教-犹太复国主义教训

3区教育学

Journal of Curriculum Studies Pub Date : 2023-10-23 DOI: 10.1080/00220272.2023.2272687

Roy Weintraub

{"title":"Holocaust education in the post-secular era: Religious-Zionist lessons from the Holocaust","authors":"Roy Weintraub","doi":"10.1080/00220272.2023.2272687","DOIUrl":"https://doi.org/10.1080/00220272.2023.2272687","url":null,"abstract":"ABSTRACTApplying Arthur Chapman’s conceptualization, this article explores Religious Zionist (RZ) Holocaust education and the way it has changed over the years. Beyond RZ’s increasing influence within Israeli society, this examination provides a unique example of faith-based Holocaust education that adheres to rationalism while teaching God’s power over history. The diachronic textual analysis reveals dramatic changes in RZ Holocaust education over the past eight decades. Similar to faith-based education around the world, RZ focused initially on a deontological lesson highlighting the duty of the religious person under any circumstances. Following the 67 War, a distinct consequentialist-theological lesson was added, clarifying the obligation of the Jewish people to respond to the process of redemption embodied in the Zionist movement. As for the present day, the study profiles a new post-secular ontological lesson about the atrocities that people are capable of perpetrating in a godless world. This lesson is intertwined into a novel meta-narrative, one based not on modern ideologies but on the Bibal and the vision of the Prophets. The conclusions of this article help to create analytical categories for exploring faith-based Holocaust education around the world—a topic that has emerged in recent decades as one of great importance.KEYWORDS: Holocaust educationpost-secularschool historyReligious Zionismfaith-based history Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135367277","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

Teacher curriculum competence: how teachers act in curriculum making 教师课程能力:教师在课程制定中的行为

3区教育学

Journal of Curriculum Studies Pub Date : 2023-10-23 DOI: 10.1080/00220272.2023.2271541

Dung Tran, Bronwyn Reid O’Connor

{"title":"Teacher curriculum competence: how teachers act in curriculum making","authors":"Dung Tran, Bronwyn Reid O’Connor","doi":"10.1080/00220272.2023.2271541","DOIUrl":"https://doi.org/10.1080/00220272.2023.2271541","url":null,"abstract":"This conceptual paper puts forward the construct termed teacher curriculum competence, which is an amalgamation of theoretical or formal and personal practical teacher knowledge and orientations in relation to curriculum. We situate the competence in institutional, political, and philosophical contexts. Drawing on research related to mathematics curriculum at different stages (i.e. the official, intended, and enacted curriculum) and teacher competence frameworks, we elaborate on how a teacher interacts with curriculum informed by their knowledge and orientations. When working with curriculum, teacher curriculum competence refers to what teachers attend to and how they interpret curriculum, as well as why they make decisions, including when to introduce particular concepts or skills, based on their local students’ needs. In addition, we argue that the process of interacting with curriculum helps shape teacher knowledge and orientations. This article is significant for the contribution it makes to conceptualizing teacher curriculum competence in a centralized curriculum system, that is a nationally mandated. Although we use the mathematics discipline as an example, implications for research in promising areas for future studies in this space are also discussed.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135367136","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

Half a mathematician? How preservice teachers are connected to their studied discipline 半个数学家?职前教师是如何与他们所学的学科联系起来的

3区教育学

Journal of Curriculum Studies Pub Date : 2023-10-23 DOI: 10.1080/00220272.2023.2268144

Simon Guse, Dorothe Kienhues, Regina Jucks

{"title":"Half a mathematician? How preservice teachers are connected to their studied discipline","authors":"Simon Guse, Dorothe Kienhues, Regina Jucks","doi":"10.1080/00220272.2023.2268144","DOIUrl":"https://doi.org/10.1080/00220272.2023.2268144","url":null,"abstract":"Preservice teachers study an academic discipline (e.g. mathematics) and – just like students majoring in that discipline – have a certain level of connectedness to it. While studying, students may compare themselves to peers studying the same discipline within alternative degree programs, characterized by different study contexts. Notably, preservice mathematics teachers may engage in such comparisons with major mathematics students, potentially fostering preservice teachers’ feelings of being less connected with the mathematics discipline. Thus, using the constructs of task value and sense of belonging, we investigate how preservice teachers’ and major students’ perceived connectedness to mathematics differs and how it differs from the connectedness they anticipate is experienced by students in the respective other degree program. Data from 174 preservice mathematics teachers and 96 major mathematics students in Germany suggest that preservice teachers perceive themselves as less connected to the discipline of mathematics than major students perceive themselves to be. These findings are supported by contrasting participants’ own perspectives with their anticipated perspectives of what students in the respective alternative degree program would indicate. This comparison yields even more pronounced effect sizes. Differences between levels of comparison as well as implications for higher education and teacher education are discussed.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366293","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