We need a curricular cooperative

Envisioning a future beyond teachers paying teachers

Datos Bibliográficos

ID21785664
AutoresMichael G Brown (0000-0002-2561-7037, Iowa State University, autor de correspondencia), Noreen Naseem Rodríguez (0000-0003-0798-0155, University of Colorado Boulder), Amy Updegraff (0000-0003-0786-4613, Upper Iowa University)
Año2023
Volumen48
Número2
Páginas310-323
Fecha de publicación2023-04-03
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaLearning Media and Technology (JOURNAL)
Identificadores de la revistaISSN: 1743-9884 • E-ISSN: 1743-9892
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/17439884.2023.2185254
OpenAlexW4322770513
IdiomaEN
Citas recibidas6
Referencias citadas24

The curriculum marketplace Teachers Pay Teachers (TPT) claims that 85% of educators in the United States use the site. Despite substantial evidence that TPT offers low quality materials, little research has explored the impact of TPT on curriculum-making. We analyze 76 TPT seller sites from assignments submitted by teacher candidates in an elementary social studies methods course to understand how teacher education candidates encounter and make sense of TPT. We observe that TPT produces siloed ‘one-stop shops’ that attempt to capture users’ attention, discouraging the kind of legitimate peripheral participation and resource sharing described by the proponents of ‘teacherpreneurship.’ We offer an alternative model of curricular supplementation that builds on the affordances of platform technologies

Affordance · Curriculum · Mathematics education · Pedagogy · Sociology · Computer Science · Education and Technology Integration · Literacy, Media, and Education · Psychology · Teacher Education and Leadership Studies