Abstract
ABSTRACTThis article explores teachers' constructions of historical knowledge, their perceptions of the learning process in a graduate curriculum course assignment, and what they learned about the nature of curriculum history, historical inquiry, and themselves as learners and teachers. What is reported through the unfolding narrative of teachers' journal excerpts and resultant “historical models” concerns reflexive, pedagogical, and communicative work and what can be learned by using ambiguous, open-ended strategies such as building visual representations of curriculum knowledge in a university classroom. The effort of this project examines the engagement of the author and teacher-participants in seeing themselves and history in continuous, reflexive formation.
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