Curriculum conversations: A teacher educator and a student teacher learning and co-journeying together

Tak Shing John LAM, Da Zheng Emma ZHANG

Research output: Contribution to journalArticle

Abstract

In this study, Applebee's (1996) notion of `curriculum as conversations' is used as an analytical and dissemination framework for the kind of learning encounters between students and teachers and also with curriculum text. The whole article depicts and documents the whole process of learning new curriculum notions (such as Pinar's curriculum as currere) as a mediated outcome of interactional and dialogical learning between the first researcher, the second researcher (his student) and the text. Inspired by the first researcher's work in exploring practicing teachers' notion and practice of student-centred curriculum and its close affinity to curriculum as currere, the second researcher reconceptualizes an L2 English curriculum premised on Pinar'scurrere methodology which resides heavily on reflective and future-oriented self formation and development. Both the teacher and the student in this study agree that a conversational curriculum is the best way to scaffold learning inside and beyond the classroom in order to reap optimal mutual benefits. Implications for local teacher education curriculum and the academia are also made at the end. Copyright © 2011 James Nicholas Publishers.
Original languageEnglish
Pages (from-to)41-55
JournalLearning and Teaching
Volume4
Issue number1
DOIs
Publication statusPublished - 2011

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conversation
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education curriculum
classroom
methodology

Citation

Lam, T.-s. J., & Zhang, D. Z. E. (2011). Curriculum conversations: A teacher educator and a student teacher learning and co-journeying together. Learning and Teaching, 4(1), 41-55.

Keywords

  • Curriculum as currere
  • Interactional learning
  • Dialogic learning
  • Curriculum as conversation