Teacher curriculum competence
How teachers act in curriculum making
Bibliographic Data
| ID | 21345798 |
|---|---|
| Authors | Dũng Trần (0000-0002-6091-4926, Institute of Education, Arts and Community, Federation University Australia, Ballarat, Australia, corresponding author), Bronwyn Reid O’Connor (The University of Sydney), Bronwyn Reid-O’Connor (0000-0001-6888-4058, The University of Sydney) |
| Year | 2024 |
| Volume | 56 |
| Issue | 1 |
| Pages | 1-16 |
| Publication date | 2024-01-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Curriculum Studies (JOURNAL) |
| Journal identifiers | ISSN: 0022-0272 • E-ISSN: 1366-5839 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220272.2023.2271541 |
| OpenAlex | W4387874032 |
| Language | EN |
| Citations received | 10 |
| References cited | 52 |
This conceptual paper puts forward the construct termed teacher curriculum competence, which is an amalgamation of theoretical or formal and personal practical teacher knowledge and orientations in relation to curriculum.We situate the competence in institutional, political, and philosophical contexts.Drawing on research related to mathematics curriculum at different stages (i.e. the official, intended, and enacted curriculum) and teacher competence frameworks, we elaborate on how a teacher interacts with curriculum informed by their knowledge and orientations.When working with curriculum, teacher curriculum competence refers to what teachers attend to and how they interpret curriculum, as well as why they make decisions, including when to introduce particular concepts or skills, based on their local students' needs.In addition, we argue that the process of interacting with curriculum helps shape teacher knowledge and orientations.This article is significant for the contribution it makes to conceptualizing teacher curriculum competence in a centralized curriculum system, that is a nationally mandated.Although we use the mathematics discipline as an example, implications for research in promising areas for future studies in this space are also discussed
Competence (human resources) · Curriculum · Curriculum development · Curriculum mapping · Curriculum studies · Curriculum theory · Emergent curriculum · Mathematics education · Pedagogy · Sociology · Teacher education · Educator Training and Historical Pedagogy · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies
Navigating the uncharted
Developing curriculum archetypes as a reflective tool for health professions educators
Narrowing history curriculum implementation gaps in Southern African countries
Ideological deconstruction of the Confucian revival in Chinese education
The classroom as space for change
Competence-based curriculum implementation in Africa
Exploring the competency-based approach curriculum in secondary education in Mali with the core players’ experiences
Tracing teachers’ change of pedagogical design capacity through professional development
Problematising scripted curricula
Mathematics textbooks as a potentially implemented curriculum
The Knowledge, Beliefs and Attitudes of the Mathematics Teacher
Characteristics of teachers as change agents
Conceptualizing the curriculum enactment process in mathematics education
Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula
Professional Noticing of Children's Mathematical Thinking
Teacher education between principle, politics, and practice
Profiles of teachers’ striving and wellbeing
Powerful knowledge, educational potential and knowledge-rich curriculum
On the powers of powerful knowledge
Teachers' perceived professional space and their agency
Pedagogical content knowledge reconceived
Teacher Agency in Curriculum Making
Being Human
Designing Educative Curriculum Materials to Promote Teacher Learning
Content Knowledge for Teaching
| Citations per year | 5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |