Teachers' curriculum stories: perceptions and preparedness to enact change
Article
Article Title | Teachers' curriculum stories: perceptions and preparedness to enact change |
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ERA Journal ID | 8380 |
Article Category | Article |
Authors | MacDonald, Abbey (Author), Barton, Georgina (Author), Baguley, Margaret (Author) and Hartwig, Kay (Author) |
Journal Title | Educational Philosophy and Theory |
Journal Citation | 48 (13), pp. 1336-1351 |
Number of Pages | 16 |
Year | 2016 |
Place of Publication | United Kingdom |
ISSN | 0013-1857 |
1469-5812 | |
Digital Object Identifier (DOI) | https://doi.org/10.1080/00131857.2016.1210496 |
Web Address (URL) | http://www.tandfonline.com/doi/full/10.1080/00131857.2016.1210496 |
Abstract | Within the specific context of The Australian Curriculum: The Arts, this paper explores how teachers of the Arts and teacher educators encounter and enact curriculum change. Adopting Ewing’s notion that curriculum is a complex web of varying stories and storylines that are impacted on by teachers’ underlying philosophy, we suggest that Arts teachers embrace the intent behind The Australian Curriculum: The Arts. This paper unearths |
Keywords | arts curriculum, arts teachers, arts education, teacher educators, narrative inquiry |
ANZSRC Field of Research 2020 | 390307. Teacher education and professional development of educators |
390101. Creative arts, media and communication curriculum and pedagogy | |
Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
Byline Affiliations | University of Tasmania |
Griffith University | |
School of Linguistics, Adult and Specialist Education | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q38w5/teachers-curriculum-stories-perceptions-and-preparedness-to-enact-change
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