Curriculum to the classroom: investigating the spatial practices of curriculum implementation in Queensland schools and its implications for teacher education

Barton, Georgina M. and Garvis, Susanne and Ryan, Mary E. (2014) Curriculum to the classroom: investigating the spatial practices of curriculum implementation in Queensland schools and its implications for teacher education. Australian Journal of Teacher Education, 39 (3). pp. 166-177. ISSN 0313-5373

Abstract

Change is something that both pre-service and practising
teachers face regularly throughout their professional lives. Curriculum change and consequential implementation is a case in point. This paper investigates the perspectives of a number of schoolbased stakeholders in regard to the implementation of the C2C materials in Queensland schools and how this has potential consequences for teacher education programs. It shows that often contradictory spaces emerge in regard to curriculum enactment and argues that a ‘one size fits all’ approach is not the most effective way to implement new curriculum. A transformative third space is offered whereby teachers are accorded with a voice in the way in which implementation occurs; ultimately allowing pre-service teachers to learn important skills required to be effective teachers.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Access to published version in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 19 Jun 2017 23:33
Last Modified: 19 Jun 2017 23:33
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
Identification Number or DOI: doi:10.14221/ajte.2014v39n3.9
URI: http://eprints.usq.edu.au/id/eprint/32568

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