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Book part
Publication date: 8 December 2023

Qian Chen

The purpose of this study was to explore how my gradually growing teacher knowledge has changed and shaped a new interpretation of the same interview data through those years of…

Abstract

The purpose of this study was to explore how my gradually growing teacher knowledge has changed and shaped a new interpretation of the same interview data through those years of learning and teaching in different cultural contexts, and furthermore, to deeply understand how the shift of teacher identity impacts the comprehension of Schwab's (1973) commonplaces theories. Through the interview data, I shared students' and teachers' experiences in a new culture and lay alongside my own stories as an international student, a teacher, and a researcher. This research reveals the perceived future needs consist of teachers' higher English proficiency, more classes on professional communication skills courses, more opportunities for professional instructors' professional development, more ESL teacher assistance, scaffolded instruction within mainstream classes, and a better educational atmosphere. The investigation process itself was important but more important was whether or not the discussions and results provided useful information to the community. Having an overall outlook of commonplaces is as essential as the curriculum design. This dialectical shift caused me to investigate the balance among Schwab's commonplaces and the findings will contribute to the future developments in curriculum design as a researcher. Upon reflection, I utilized this research by investigating the equilibrium between the four common places and the current curriculum as well as comparing all the stakeholders' perspectives to the common places identified within the target curriculum.

Details

Smudging Composition Lines of Identity and Teacher Knowledge
Type: Book
ISBN: 978-1-83753-742-6

Keywords

Book part
Publication date: 25 April 2017

Joey Persinger and Vicki Ross

Through this exploration of subject matter knowledge and teacher knowledge, we present two stories of teaching social studies in the sixth grade. Using a narrative inquiry…

Abstract

Through this exploration of subject matter knowledge and teacher knowledge, we present two stories of teaching social studies in the sixth grade. Using a narrative inquiry approach, we share the complexities and complications of teaching children content within standards related to world history and religions. We call on the writings of Schwab to consider these experiences. Using Schwab’s concepts of deliberation, the balanced negotiation between the commonplaces of curriculum in a meaning-making process, first, exposes tensions and the teacher’s acts of negotiating between the learners’ needs and the subject matter (the standards). The teacher stretches to meet the requirements of the standards in different ways that take care of herself and her students. Schwab’s commonplaces are used in a more straightforward exploration of the second story. The interplay between the commonplaces is less nuanced and less deeply understood, coalescing in tensions between the commonplaces. The stories and our analyses illustrate Schwab’s assertion that there is no right alternative. Daily, and moment-to-moment, teachers are in the position of deliberating – making the best choice of many alternatives. “Ramifying consequences must be traced to all parts of the curriculum” (Schwab, 1978, p. 319). Schwab, we find, counsels that the consequences of a chosen action must be considered by all those who must live with those consequences.

Article
Publication date: 25 October 2022

Rachel Goh and Yanping Fang

The purpose of this paper is to examine how teachers engaged in curriculum deliberation through lesson study (LS) and how different types of teacher knowledge were elicited…

Abstract

Purpose

The purpose of this paper is to examine how teachers engaged in curriculum deliberation through lesson study (LS) and how different types of teacher knowledge were elicited, co-constructed and transformed in integrated ways across LS stages. It also clarifies how different school-level orientations influence the nature, depth and scope of the deliberation.

Design/methodology/approach

The study adopted an interpretive qualitative case study approach involving two schools, employing participant observations of LS cycles and post-LS teacher interviews. Thematic analysis and analytical coding were conducted.

Findings

The two cases revealed core features of curriculum deliberation trajectories enabled by LS: problem identification, planning to unlock the educative potential of content and reflection on enactment for improvement. The types of teacher knowledge that informed deliberation on English language learning were uncovered to reveal LS teams' initial comprehension, collective reasoning and actions, and new knowledge derived. Pedagogical content knowledge was prominently drawn on in unlocking curriculum potential and transformed with the knowledge of student learning gained from the live lesson observations. The school-level orientations were found to influence the extent to which teachers can interrogate existing practices and co-construct knowledge.

Originality/value

The study offers a nuanced understanding of curriculum thinking in LS teams, which is enabled by processes that construct the dialogic space for coordinating curriculum commonplaces to transform content into pedagogical representations to cultivate students' future capacities. It highlights the importance of viewing sustainable LS from an interconnected perspective that calls attention to the social contexts of deliberation.

Details

International Journal for Lesson & Learning Studies, vol. 12 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 18 July 2019

Hooman Doosti, Kourosh Fathi Vajargah, Abasalt Khorasani and Saied Safaee Movahed

The purpose of this paper is to investigate and analyze the dominant discourses of the workplace curriculum in Iranian organizations.

Abstract

Purpose

The purpose of this paper is to investigate and analyze the dominant discourses of the workplace curriculum in Iranian organizations.

Design/methodology/approach

The research data were collected through in-depth interviews with 30 professionals working in the field of workplace curriculum in three groups of consultants, managers and experts who were selected purposefully and with a theoretical sampling strategy. To analyze the data, thematic analysis method was used. The themes are extracted and categorized into three phases, namely, descriptive coding, interpretive coding and determination of overarching theme. To validate the data, collaborative research technique, member checking and researcher review and, to make sure of findings’ reliability, reliability index between two coders were used.

Findings

Based on the findings, the kind of planner’s look at the workplace curriculum commonplaces will shape the nature of the curriculum and in terms of this look define and redefine the workplace curriculum discourses. Therefore, based on perceptions and attitudes in these areas, 11 different discourses are recognizable from the workplace curriculum. These include suppression discourse, justification discourse, ceremonial/ formality discourse, administrative discourse, engineering discourse, economical discourse, psychological discourse, partnership discourse, research discourse, developmental discourse and, finally, multi-cultural discourse.

Practical implications

The common goal of all learning professionals in the workplace is to play the role of a strategic partner, or at least be a good partner for the organization. One of the main challenges of learning and development professionals in the workplace is increase in integration and alignment between learning programs and developmental opportunities with business organization strategies. Achieving this important goal is possible when we have a proper understanding of the current situation and condition. Various situations and conditions are identified and described in the form of 11 discourses. If the authors do not look at the context and proper understanding of the main concepts – The main concepts of each discourse are put into a quill – in which any discourse that was created, the authors will not be able to make the appropriate strategies. A good doctor will hear and understand well before the first thing.

Originality/value

To the best of the authors’ knowledge, this study is one of the few studies that offer a variety of discourses for the workplace curriculum.

Details

Journal of Workplace Learning, vol. 31 no. 4
Type: Research Article
ISSN: 1366-5626

Keywords

Book part
Publication date: 12 April 2021

Paige K. Evans, Donna W. Stokes and Cheryl J. Craig

In order to teach science effectively, teachers need a strong background in science content as well as an understanding of productive methods of teaching. This includes…

Abstract

In order to teach science effectively, teachers need a strong background in science content as well as an understanding of productive methods of teaching. This includes inquiry-based learning that will cultivate conceptual development of science concepts with their students. Furthermore, it is imperative to use student-focused activities in high-needs schools to engage all students, particularly students of color, in the learning process. As a result, faculty from the teachHOUSTON Program and the Department of Physics at the University of Houston produced a Physics by Inquiry course to engage middle school and high school preservice teachers in interactive, inquiry-based teaching pedagogies for physics. This chapter provides an overview of the course. It also highlights the benefits of including such a course in a STEM teacher education program.

Details

Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools
Type: Book
ISBN: 978-1-83909-457-6

Keywords

Book part
Publication date: 12 April 2021

Cheryl J. Craig, Paige K. Evans, Rakesh Verma, Donna W. Stokes and Jing Li

This narrative inquiry examines teachers' influences on undergraduate/graduate students who enrolled in STEM programs and intended to enter STEM careers. Three National Science…

Abstract

This narrative inquiry examines teachers' influences on undergraduate/graduate students who enrolled in STEM programs and intended to enter STEM careers. Three National Science Foundation (NSF) scholarship grants sat in the backdrop. Narrative exemplars were crafted using the interpretative tools of broadening, burrowing, storying and restorying, fictionalization, and serial interpretation. Three diverse students' narratives constituted the science education cases: one from teacher education, another about cybertechnology, and a third involving cybersecurity. The influence of the university students' former teachers cohered around five themes: (1) same program-different narratives, (2) in loco parentis, (3) counterstories, (4) learning in small moments, and (5) the importance of the liberal arts in STEM education. The students' narratives form instructive models for their siblings and other students pursuing STEM degrees/careers. Most importantly, the multiperspectival stories of experiences capture the far-reaching impact of “unsung teachers” whose long-term influence is greatly underestimated by the public.

Details

Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools
Type: Book
ISBN: 978-1-83909-457-6

Keywords

Book part
Publication date: 25 April 2017

Vicki Ross, Shannon Guerrero and Elissa Fenton

In this chapter, three educators recount experiences of professional development from different perspectives in order to examine the intersection of teacher knowledge and subject…

Abstract

In this chapter, three educators recount experiences of professional development from different perspectives in order to examine the intersection of teacher knowledge and subject matter in the areas of science and mathematics education. Professional development projects are productive avenues for exploring this phenomenon. We share stories of experience from professional develop projects of teachers who were situated in different places on the professional knowledge landscape: one elementary school teacher, one teacher educator, and one mathematics educator. From these various vantage points, the relationship between mathematics and science content knowledge and teacher knowledge holds different complexities and complications. Issues related to balancing teacher knowledge with content knowledge in professional development emerge. Based on the stories of experience and the analysis of the narratives, deliberation of curriculum is seen to be a valuable concept when engaging in professional development with teachers. Further, Pragmatic Intellectual Space is proposed for productive approaches to professional development.

Abstract

Details

Making Meaning with Readers and Texts
Type: Book
ISBN: 978-1-80262-337-6

Content available
Book part
Publication date: 12 April 2021

Abstract

Details

Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools
Type: Book
ISBN: 978-1-83909-457-6

Book part
Publication date: 17 December 2015

Abstract

Details

Knowing, Becoming, doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry
Type: Book
ISBN: 978-1-78441-140-4

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