Abstract
This paper examines teachers' local curriculum development by analyzing such development as a process of object construction. One team of lower secondary school teachers, mandated to develop a subject curriculum for their school, was followed closely over a year through an ethnographic approach. Data from six team meetings were analyzed to trace how the curriculum was developed through a series of object instantiations that also worked on the construction process. This process required various forms of epistemic engagement, which should be acknowledged in current discussions of teachers’ work and their extended professional responsibilities.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
