Abstract
Any curriculum is a construct of perceived social, political and economic needs developed at a point in time. Given that these needs are in a constant state of flux, the curriculum is subjected to periodical renewal and development processes. Gaining more visibility in the iterations of curriculum documentation is the need for Australians to be more aware of their activities impacting on the environment. Comparable to a specific curriculum document, the content knowledge delivered through initial teacher education is specific to the conditions at a point in time, requiring teachers to adapt as the curriculum evolves. Peering through the lens of teacher content knowledge, research has shown that teachers need to efficiently adapt to these changes and effectively develop their expertise in the new content material. Those that can innovate in applying their existing knowledge to the new content are said to possess adaptive expertise. Given the breadth and diversity of school curriculum, the economisation of formalised professional learning opportunities does not address the shortfall in teacher content knowledge. As a result, qualified teachers have resorted to autonomous methods of professional learning to bridge the knowledge gap. This study examines whether autonomous professional learning approaches are an effective method for teachers to gain an understanding of new syllabus content. Using a case study of technology education teachers self-educating around the concepts of eco-friendly technology education, the study identifies the intrinsic motivation of teachers to know and understand their evolving subject, and provides a basis for self-directed and autonomous professional learning. What this results in is the successful development of a basic understanding of new information and concepts in technology education.
Highlights
School curriculum is a dynamic concept as, regardless of the set curricula, every classroom is different
A courteous glance at what is happening in higher education settings might suggest that the Talloires Declaration will result in teachers receiving the desired training in environmental education that will lead to improved student learning outcomes (Zak & Munson, 2008), after further analysis (Christie et al, 2013) much of the implementation of sustainability into universities has been limited to operational matters rather than curriculum
In what appears to be the autonomous approach to assist pre-service teachers in becoming environmentally literate (Christie et al, 2013), we see that as environmental education is embedded in curriculum more holistically (Tilbury, 1995) the wider the gap will be between all teachers and those who are environmentally literate themselves
Summary
School curriculum is a dynamic concept as, regardless of the set curricula (or course), every classroom is different. Grundy (1998) believes that curriculum is a result of what happens when teachers and students are engaged in the curriculum. It is seen as the action between the four elements of teachers, students, the environment and the subject matter (Grundy, 1998; Schwab, 1969). In the context of linking this paper to the work of Grundy, the curriculum and the activities associated with it are very much influenced by the expertise of the teacher and their understanding of the subject matter that they are employed to teach. As teachers base their lesson content from the curriculum documents that they are employed to teach, teacher expertise comes into question when curriculum is reviewed, redeveloped and changed
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