Seeing as Strangers: Teachers' Investigations of Lived Curriculum

Autor/in	Joseph, Pamela Bolotin
Titel	Seeing as Strangers: Teachers' Investigations of Lived Curriculum
Quelle	In: Journal of Curriculum Studies, 39 (2007) 3, S.283-302 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Investigations; Reading Achievement; Student Evaluation; Faculty Development; Change Agents; Curriculum; Inquiry; Reflective Teaching; Transformative Learning; Student Journals; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Untersuchung; Leseleistung; Schulnote; Studentische Bewertung; Curricula; Lehrplan; Rahmenplan; Pädagogische Transformation; Studentenzeitung
Abstract	This paper explores the metaphor of the "teacher as stranger" as a guide for curriculum inquiry. It describes investigations conducted by educators in an introductory curriculum studies course and illustrates the themes revealed in students' lived-curriculum journals. In particular, it examines several journals to document how perceptions of curriculum changed over time, and to analyse the extent to which these teachers began to see as "strangers" by developing critical consciousness and changing their identities as curriculum workers. Finally, it considers strengths and weaknesses of curriculum inquiry guided by the concept "teacher as stranger" as a component of professional development. (Contains 12 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10