Teachers' Perspectives on Curriculum Making in Primary Geography in England

Autor/in	Catling, Simon
Titel	Teachers' Perspectives on Curriculum Making in Primary Geography in England
Quelle	In: Curriculum Journal, 24 (2013) 3, S.427-453 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2013.801781
Schlagwörter	Foreign Countries; Elementary School Teachers; Teacher Attitudes; Curriculum Development; Geography Instruction; Lesson Plans; Planning; Pedagogical Content Knowledge; Learning Activities; Knowledge Base for Teaching; Knowledge Level; Student Attitudes; Questionnaires; Interviews; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Geography education; Geography lessons; Geografieunterricht; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess; Pädagogische Kompetenz; Lernaktivität; Teaching theory; Theory of teaching; Unterrichtstheorie; Wissensbasis; Schülerverhalten; Fragebogen; Interviewing; Interviewtechnik
Abstract	The phrase "curriculum making" has recently been used to describe medium-term planning and teachers' enactment of such planning in the classroom. This narrows the term's initial use from that in the first half of the twentieth century when it was employed inclusively from national programmes to lesson planning. While considering related studies about curriculum making, this paper focuses on the interpretation described and used by the Geographical Association (GA) to encourage more open approaches to medium-term curriculum planning in England by teachers. It reports the outcomes of a small-scale study of primary teachers' perspectives on their experiences of curriculum making during one GA project, "The Young Geographers Project". It identifies a number of "curriculum dynamics", including teachers' feelings of liberation, children's agency in curriculum making, the importance of subject knowledge, engaging with children's everyday experiences and interests, and purposefulness for curriculum topics while retaining flexibility and openness. Reflecting on these findings, 10 features pertinent to curriculum making are noted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10