Practice Architectures and Sustainable Curriculum Renewal

Autor/inn/en	Goodyear, Victoria A.; Casey, Ashley; Kirk, David
Titel	Practice Architectures and Sustainable Curriculum Renewal
Quelle	In: Journal of Curriculum Studies, 49 (2017) 2, S.235-254 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goodyear, Victoria A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2016.1149223
Schlagwörter	Curriculum Development; Sustainability; Educational Innovation; Teaching Methods; Cultural Influences; Social Influences; Economic Factors; Political Issues; Physical Education Teachers; Cooperative Learning; Foreign Countries; Video Technology; Secondary Education; Journal Writing; Semi Structured Interviews; United Kingdom (England) + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Nachhaltigkeit; Instructional innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural influence; Kultureinfluss; Sozialer Einfluss; Ökonomischer Faktor; Politischer Faktor; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Kooperatives Lernen; Ausland; Sekundarbereich; Zeitschriftenaufsatz
Abstract	While there are numerous pedagogical innovations and varying forms of professional learning to support change, teachers rarely move beyond the initial implementation of new ideas and policies and few innovations reach the institutionalized stage. Building on both site ontologies and situated learning in communities of practice perspectives, this paper explores the theory of practice architectures to offer a different and legitimate perspective on sustainable curriculum renewal. Specifically, a practice architecture either enables or constrains particular practice and constitutes the construction of practice from semantic (e.g. language), social (e.g. power relations) and physical (e.g. materials) spaces. Through the juxtaposition of practice architectures with an empirical illustration of longer term pedagogical change, the paper argues that for pedagogical change to be sustained a practice architecture that relates to an innovation's intended learning outcomes and the contexts in which an innovation can be used needs to be created. Consequently, the theory of practice architectures can guide reform programmes. Curricularists can begin programmes with a pre-planned approach to assist, (a) teachers' understanding of how to use an innovation, and (b) the deconstruction and reconstruction of practice architectures to support an innovation's survival. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01