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    Placing ourselves to confront present and future curriculum challenges

    Keesing-Styles, Linda; Ayres, Robert; Nash, Simon

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    Placing_ourselves_to_confront.pdf (69.24Kb)
    Date
    2013
    Citation:
    Keesing-Styles, L., Ayres, R., and Nash, S. (2013). Placing ourselves to confront present and future curriculum challenges. Paper presented at Higher Education Research and Development Society of Australasia Conference, Auckland: New Zealand.
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/2787
    Abstract
    This presentation reports on research into a whole of institution curriculum renewal project in a New Zealand tertiary institution. The project - influenced by the work of writers including Barnett (2000), Doll (2002) and Barnett and Coate (2005) - aimed to reframe learning as ‘conversation’ and develop programmes that are integrated with the world and genuinely dynamic. During the project, teachers were inevitably challenged to reflect on their ontological and epistemological beliefs (Ball, 2003) and to consider a range of pedagogical implications. While the institutional project focused on curriculum reform, the researchers who carried out a parallel investigation into teacher perspectives confronted the implications for teachers’ sense of identity and for their pedagogies in these new places. The institutional project was underpinned by explicit assumptions and expectations around what a teacher needs to ‘be’ in their role and the types of pedagogies they might employ. Using departmental focus groups and interviews with teachers, the research identified through thematic analysis what helped and hindered the process of rethinking ‘teacher’. It also captured changes in teachers’ beliefs and practices and considered whether teachers were any better placed to meet contemporary educational challenges as a result of their reflections. The presentation will outline key findings from the project that address these issues and report on the subsequent interventions designed to resolve them.
    Keywords:
    curriculum renewal, pedagogy, reflective teaching, teacher development
    ANZSRC Field of Research:
    130313 Teacher Education and Professional Development of Educators
    Copyright Holder:
    Higher Education Research and Development Society of Australasia (HERDSA)

    Copyright Notice:
    All rights reserved
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use. These documents or images may be used for research or private study purposes. Whether they can be used for any other purpose depends upon the Copyright Notice above. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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    • Education Conference Papers [292]

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