03. Curriculum Innovation
Paper
The Intellectual Task of Teaching: Engaging with a ‘Reservoir’ of Knowledge-for-Recontextualisation, Navigating Curricula Boundaries and Questioning Practice
Grace Healy1,2
1IOE, UCL's Faculty of Education and Society; 2Department of Education, University of Oxford
Presenting Author: Healy, Grace
This research aims to understand how geography teachers recontextualise knowledge for students. In doing so, it addresses two overarching themes: recontextualisation of knowledge, and teachers’ professional practice. Bernstein’s (1990/2003, 1996/2000) pedagogic device provides the theoretical model where the concept of recontextualisation is used to conceptualise the movement of knowledge into school subjects for pedagogic communication. The existing body of research on recontextualisation suggests the value of incorporating other approaches, such as subject didactics, to examine the movement of knowledge from disciplines (or regions) to school subjects (Deng, 2020, 2021; Gericke et al., 2018; Hordern, 2021). However, since these approaches originate from different contexts and traditions of curriculum, they have been judiciously drawn upon in this research.
The notion of ‘powerful knowledge’ (Young, 2008) and the heuristic of the ‘three scenarios for the future’ of education (Young & Muller, 2010) offer different approaches to view knowledge within school subjects. As part of a Future 3 curriculum scenario, teachers need capacity to sustain knowledge of the parent discipline to their school subject. However, within Bernstein’s (1990/2003, 1996/2000) pedagogic device, teachers are principally positioned within the field of reproduction. Existing accounts of recontextualisation lack clarity about the actions teachers take to recontextualise knowledge for students and the extent to which teachers can and do draw upon the disciplinary resource.
This research explores how teachers’ recontextualise knowledge as a part of their professional practice. The term ‘professional practice’ is used to encompass teachers’ intellectual work within and beyond the classroom (Clandinin & Connelly, 1995), and capture the interconnected nature of educational practices (Schatzki, 2003, 2005; Kemmis et al., 2014).
The research themes are brought together in this research to develop an understanding of teacher’s curriculum work through engagement with each teacher’s “doing” of curriculum work (Schwab, 1970, p. 31). Through adopting a case study approach, this research provides capacity to render visible each case teacher’s curricular decision-making as it is contextualised within the site of their professional practice.
In the context of a research study that examines the recontextualisation of knowledge, this papers foreground geography teachers’ professional practice, and the professional expertise and knowledge teachers draw upon as they recontextualise knowledge. This is examined through the research question of: what forms of intellectual work are involved in how geography teachers recontextualise knowledge? This paper addresses the ways in which knowledge-for-recontextualisation can be conceived as form of “powerful professional knowledge” (Furlong & Whitty (2017, p. 49) to support teachers’ intellectual work as they recontextualise knowledge for their students. This brings a curricular perspective to how teachers’ education and professional learning influences the intellectual work teachers do.
Methodology, Methods, Research Instruments or Sources UsedThe overarching aim of the underpinning research was to take a view of recontextualisation that starts from the teacher and foregrounds insights about the nature of the journey that teachers, as knowledge workers, take to recontextualising knowledge for students. To meet this aim, the research questions were designed to start from teachers’ professional practice but take account of the epistemic communities (discipline, teacher, and students) involved in the recontextualisation of the knowledge:
1. How do geography teachers recontextualise knowledge?
2. What ways do geography teachers work with context as they recontextualise knowledge?
3. What forms of intellectual work are involved in how geography teachers recontextualise knowledge?
The research design was developed with due consideration for British Educational Research Association (BERA)’s (2018) ethical guidelines and ethical approval was gained from University College London (UCL). The project, an interpretive case study, collected data through a series of lesson observations and interviews, to examine how three geography teachers in England recontextualised knowledge for a specific curricular sequence and class of students. With each teacher, the first interview was used to understand what was being taught within the lesson sequence and who was being taught. The lesson observations provided a basis to explore how knowledge was recontextualised by teachers within a lesson sequence and offered a window into teachers’ classroom practice in action where the subject, teacher and students are present. Discussions within the interviews enabled the teacher to be able to talk though their lesson sequence, so that some of the unobservable parts of their curricular thinking and professional decision making were rendered visible. Video and audio recordings were used to enable teachers to focus their reflections on specific aspects of their classroom practice and reflect on their teaching from a different perspective. The data was analysed thematically, and a hybrid approach combined working deductively (theory-driven) and inductively (data-driven). The analysis was undertaken through use of an analytical framework, which was informed by Bernstein’s (1990/2003, 1996/2000) pedagogic device and Kemmis et al.’s (2014) theory of practice architectures.
Conclusions, Expected Outcomes or FindingsCross-case analysis identified the approaches taken as the teachers recontextualised knowledge, practices, and texts from the field of production to (i) support decision-making for curricula design and teaching, and (ii) use as a resource or as a practice with students in the classroom. Building on this, the paper addresses how case teachers make sense of the practice of recontextualisation, illuminating the intellectual task of geography teaching and setting out three ways that the intellectual work of the case teachers is rendered visible as they: (i) engage with a ‘reservoir’ for practice (ii) work with boundaries, and (iii) reflect on and question practice. This paper argues that the case teachers’ intellectual work can be enabled and constrained by the ‘reservoir’ that the teachers have access to; however, they also draw upon this ‘reservoir’ for practice with an understanding of the ways in which they can use their own professional judgement to account for the specificity of their context (Bernstein, 1999). The teachers’ work with boundaries connected to their curricula context and the particularities of geography as discipline and school subject. This illuminates the ways in which teachers develop a ‘repertoire’ and can draw upon a ‘reservoir’ to recontextualise knowledge with intellectual integrity (Bernstein, 1999). As the case teachers’ recontextualising occurs over time and space, teachers’ enactment of recontextualisation is constantly refined in connection to the pedagogical site. This research also indicates the possibilities for developing teachers’ knowledge of the foundation disciplines (Hordern, 2023), in order to broaden and deepen teachers’ ‘reservoir’ of knowledge-for-recontextualisation.
ReferencesBERA. (2018). Ethical Guidelines for Educational Research. London: BERA.
Bernstein, B. (1990). The Structuring of Pedagogic Discourse. London: Routledge.
Bernstein, B. (1996). Pedagogy, Symbolic Control, and Identity: Theory, Research, Critique. London: Taylor Francis.
Bernstein, B. (1999). Vertical and horizontal discourse: An essay. British Journal of Sociology of Education, 20(2), 157-173.
Clandinin, D. J., & Connelly, F. M. (1995). Teachers' Professional Knowledge Landscapes. New York: Teachers College, Columbia University
Deng, Z. (2020). Knowledge, content, curriculum and didaktik: Beyond social realism. Abingdon: Routledge.
Deng, Z. (2021). Powerful knowledge, transformations and Didaktik/curriculum thinking. British Educational Research Journal, 47(6), 1652-1674.
Furlong, J., & Whitty, G. (2017). Knowledge traditions in the study of education. In G. Whitty & J. Furlong (Eds.), Knowledge and the study of education: An
international exploration (pp. 13–57). Oxford: Symposium.
Gericke, N., Hudson, B., Olin-Scheller, C., & Stolare, M. (2018). Powerful knowledge, transformations and the need for empirical studies across school subjects. London Review of Education, 16(3), 428-444.
Hordern. J. (2021). Recontextualisation and the teaching of subjects. The Curriculum Journal, 32, 592–606.
Hordern, J. (2023). Specialized Educational Knowledge and Its Role in Teacher Education. In I. Mentor (Ed.), The Palgrave Handbook of Teacher Education Research (pp. 299-231). Cham, Switzerland: Springer International Publishing.
Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P.,
& Bristol, L. (2014). Changing practices, changing education. London: Springer Science & Business Media.
Schatzki, T. R. (2003). A new societiest social ontology. Philosophy of the Social Sciences, 33(2), 174–202.
Schatzki, T. R. (2005). The sites of organizations. Organization Studies, 26(3), 465– 484.
Schwab, J. J. (1970). The practical: A language for curriculum. Washington: National Education Association Center for the Study of Instruction
Young, M. (2008). Bringing Knowledge Back In: From social constructivism to
social realism in the sociology of education. London: Routledge.
Young, M., & Muller, J. (2010) Three Educational Scenarios for the Future: lessons from the sociology of knowledge. European Journal of Education, 45(1), 11- 26.
03. Curriculum Innovation
Paper
Teachers’ Understandings of Transversal Competencies in a Global Context
Jonathan Lobel, Aibhin Bray, Brendan Tangney
Trinity College Dublin, Ireland
Presenting Author: Lobel, Jonathan
Transversal Competencies have been at the center of one of the largest educational policy and curriculum changes of the past 25 years, and most governments in Europe and worldwide now include them in their education policies (Care & Luo, 2016; Kim, Care, & Ditmore, 2017; UNESCO, 2016). These skills – initially called 21st century skills – have long been seen as essential for students’ future success in our rapidly changing world. Originally promoted in part as a response to the then-emerging Knowledge Economy (Drucker, 1969; Powell & Snellman, 2004), they are seen now as even more important in an age of uncertainty. It is argued that understanding transversal competencies and meaningfully integrating them into curricula can provide students with the tools to navigate and thrive in the society and economy of the future.
Though no single, definitive list of transversal competencies exists, most frameworks agree on the importance of creativity, critical thinking, collaboration, and communication – the so-called 4Cs. However, these 4Cs have been shown to be less empirically distinct than other transversal competencies (e.g., self-direction and using ICT for learning), indicating that the 4Cs may be difficult concepts to clearly define (Ravitz, 2014). In terms of the barriers to implementing transversal competencies in curricula worldwide, this definitional deficit compounds the operational-systemic (lack of resources and expertise) challenges faced by teachers (Care & Luo, 2016; UNESCO, 2015).
From a global equality perspective, it is known that major gaps exist for traditional skills in reading and mathematics between countries with different income levels. It is therefore not surprising that a gap also exists for transversal competencies (World Economic Forum, 2015). Furthermore, there is a gap in the literature as to how teachers in diverse global contexts understand transversal competencies in the first place. Thus, the focus of this research is to explore teachers’ understandings of transversal competencies in diverse global contexts. The theoretical framework adopted is pragmatism, highlighting what really works in the context that teachers find themselves in. This study centers specifically on an explorative case study with teachers from Europe and South Asia.
From a methodological perspective, there is a further focus on the use of the “World Café” brainstorming method as a data collection mechanism. Various methods were considered for this research, which undertook the complex task of eliciting and capturing understandings of difficult-to-define concepts. The World Café (Brown, 2002) offers a research activity in which participants can co-construct conceptualizations of amorphous ideas. It also provides a structure which is simple and flexible enough for use in diverse global contexts where cultural differences, language, resources, and access can all prove barriers to generating and collecting data. These advantages align with the theoretical framework of pragmatism, mentioned above, and the World Café matched as a promising method that might really work in the abstract and physical contexts of this research.
Thus, the research questions posed are:
- How do teachers in diverse global contexts understand transversal competencies?
- Is the “World Café” a useful method for eliciting and capturing teachers’ understandings of concepts which are difficult to define?
Methodology, Methods, Research Instruments or Sources UsedThe work reported on here focuses on qualitative data collection using the World Café method, a group brainstorming activity (Brown, 2002) which produces written artifacts. During each World Café session, teachers work in small groups, writing together on large posters, systematically rotating around the room to different posters. In this way, the groups see and expand on what previous groups have written. In this explorative case study, which is part of a larger piece of research, four posters were used in each of 16 World Café sessions. Teachers wrote down definitions and examples of the 4Cs, thereby co-constructing and capturing a snapshot of their understandings.
212 teachers from Europe (127) and South Asia (85), representing two embedded cases, participated in World Café sessions within the context of a larger continuing professional development workshop. These primary and secondary teachers came from public and private schools in the Czech Republic (43), India (17), Ireland (34), Nepal (68), and Spain (32). This sample is not generalizable, but it is illuminative as a case study, as it provides a diverse range of teachers’ understandings.
The resulting artifacts were transcribed and, when necessary, translated to English. The resulting text was subjected to several rounds of directed content analysis (Hsieh & Shannon, 2005) coding using NVivo software. The first round focused on deductively matching teachers’ definitions and examples against an existing set of descriptors of transversal competencies (Ravitz, 2014). Anything that did not match these descriptors was subjected to several rounds of inductive coding, where emerging codes were iteratively assigned and reassigned. The results of each embedded case were then analyzed using Excel to identify emerging trends.
The World Café method engendered and helped capture fruitful brainstorming, yielding 1014 codes over 16 sessions (~63 codes per session) with European teachers (E) writing about twice as much as South Asian teachers (SA) on the posters. The data analysis revealed several findings: 1) Three key themes for describing the 4Cs emerged: skills for social interaction (SSI), student-centered learning (SCL), and teacher-directed learning (TDL). 2) All teachers strongly associated SCL with creativity (E-90%, SA-91%) and critical thinking (E-87%, SA-85%). 3) All teachers somewhat strongly associated SCL with collaboration (E-70%, SA-67%) and communication (E-51%, SA-66%). 4) SSI was also associated with collaboration (E-29%, SA-35%) and communication (E-42%, SA-18%). 5) TDL was somewhat associated with communication (E-9%, SA-18%).
Conclusions, Expected Outcomes or FindingsThis study seeks 1) to provide insight into how teachers in diverse global contexts understand transversal competencies, and 2) to concurrently explore the World Café method for group brainstorming as a means for eliciting and capturing teachers’ understandings.
The findings to date point to several key trends in teachers’ understandings of transversal competencies in diverse global contexts. There is much common ground across the understandings of the teachers who participated, especially in associating student-centered learning with the 4Cs, most strongly for creativity and critical thinking. This common understanding is in spite of fears raised about definitional deficits (UNESCO, 2015).
The main exceptions to the broad consensus were that 1) European teachers more strongly associated communication with skills for social interaction, and that 2) South Asian teachers somewhat associated teacher-directed learning with communication. These outliers might reflect cultural and/or socio-economic differences, which might be illuminated with participant validation and further research.
Finally, the World Café appears to have been a compelling research method for eliciting and capturing teachers’ understandings of a complex and nebulous concept, in this case transversal competencies. European teachers wrote at a rate double that of their South Asian colleagues, which calls for participant validation to investigate cultural factors. Even so, the activity stimulated a great deal of brainstorming and discussion across the diverse contexts of the case study.
ReferencesBrown, J. (2002). The World Café: Living knowledge through conversations that matter: Fielding Graduate Institute.
Care, E., & Luo, R. (2016). Assessment of Transversal Competences. Policy and Practice in Asia-Pacific Region. Bangkok, UNESCO Bangkok.
Drucker, P. F. (1969). In The Age of Discontinuity (pp. iv): Butterworth-Heinemann.
Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative health research, 15(9), 1277-1288.
Kim, H., Care, E., & Ditmore, T. (2017). New data on the breadth of skills movement in education. Retrieved from https://www.brookings.edu/blog/education-plus-development/2017/01/24/new-data-on-the-breadth-of-skills-movement-in-education/
Powell, W., & Snellman, K. (2004). The Knowledge Economy. Annual Review of Sociology, 30, 199-220. doi:10.1146/annurev.soc.29.010202.100037
Ravitz, J. (2014). A survey for measuring 21st century teaching and learning: West Virginia 21st Century Teaching and Learning Survey. Charleston, WV
UNESCO. (2015). 2013 Asia-Pacific Education Research Institutes Network (ERI-Net) regional study on transversal competencies in education policy and practice (phase 1): regional synthesis report. In: UNESCO Bangkok Pacific Regional Bureau for Education.
UNESCO. (2016). Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
World Economic Forum. (2015). New Vision for Education: Unlocking the Potential of Technology. Retrieved from https://www3.weforum.org/docs/WEFUSA_NewVisionforEducation_Report2015.pdf
03. Curriculum Innovation
Paper
The making of an “erasmian curriculum”: The “Erasmus” European Program through teachers’ narratives
Antonis Tampouras
University of Cyprus, Cyprus
Presenting Author: Tampouras, Antonis
The modern globalized educational context constantly presents challenges and imperatives, which take place simultaneously, locally and internationally, "imposing" new tasks and roles on teachers (Hargreaves, 2000 ∙ Swann et al., 2010 ∙ Evans, 2011). These new professional requirements create new conditions for the teaching profession which produce different teacher subjectivities. This occurs in numerous sites, however a key one is professional development, through which teachers are expected to engage in a continuous effort to acquire additional knowledge and skills in new fields or forms of education that appear in global agendas, leading them to re-evaluate and modify their practices, including the national or school curriculum enacted in schools (e.g. Draper et al., 1997˙ Day, 2002 ˙ Geijsel & Meijers, 2005 in Parmigiani et al., 2023). At the same time, teachers’ professional subjectivity evolves through constant connections between their personal and professional experiences (Parmigiani et al., 2023).
One such supra-national policy entangled with schooling has been the European Program "Erasmus," described by the Commission as a program that contributes to the professional development (PD) of teachers through experiences of participation in projects with European partners (2023). In this study “Erasmus” is explored as a case of an educational policy produced at the supra-site of the EU that is recontextualized to the macro-site of the education system in Cyprus, acquiring specific meanings in the process, while at the same time “encouraging” teachers to acquire PD experiences of a specific European character as professionals. I argue that, in turn, this produced new meanings of curriculum as it is being enacted in their schools and classrooms within and beyond their national settings. Drawing on Priestley et al. (2021), curriculum making is understood as a social practice that occurs in supra-, micro- and nano- sites i.e. in international, school and classroom settings respectively.
Therefore, the paper investigates through teacher life histories how the curriculum, as intention and as enactment, changes due to/through both students’ and teachers’ participation in "Erasmus" projects. Specifically, the experiences, actions, practices, program themes, activities, and collaborations Greek-cypriot primary school teachers narrate as having developed for and with their students, colleagues and partners in their life histories are investigated, exploring how the supra-national site is recontextualized at the micro and nano-sites of their schools and classrooms.
According to Pinar (2004, in Tsafos, 2021), the "curriculum" in its traditional form refers to a predetermined trajectory, the same “subject-matter” for all, a standardized procedure, without acknowledgement of its political, institutional, and biographical assumptions. However, by theorising curriculum as a biographical text through its verb formulation "currere", Pinar and colleagues re-conceptualised it as an active process of all educational/formative experiences throughout life as a complex, dynamic, ongoing process of "conversation" and dialogue inside and beyond schools, emerging in formal both and informal contexts (Doll, 1993∙ Tsafos, 2021) . To conclude, it is not considered merely as an institutional text that includes instructions and procedures to be strictly implemented, but rather as a process, a social practice made through the interactions and actions of the teachers and students between them and other texts and materials in schools and classrooms: how was Erasmus involved in these, is the key question this paper aims to address.
Methodology, Methods, Research Instruments or Sources UsedThe research adopted a biographical approach and developed the life histories of 8 primary school teachers. In this study teachers were asked to narrate their experiences of the Erasmus program and more specifically the nature of curriculum making it entailed in their schools and classrooms. Teacher life histories, their narrations, the composition of the narrative episodes, and the analysis carried out by the researcher, depending on the context studied can be a tool for investigating the educational experience from within, from the perspective of those involved in the process (Smith, 2013 ˙ Tsafos, 2021). While at the same time of connecting the social construction of this experience with the wider social context (Goodson, 2019). Eight teachers who had multiple experiences of Erasmus project participation as teachers were selected through purposive convenience sampling. Their participation was voluntary, and their informed consent was secured with the assurance of anonymity and confidentiality, following the relevant national bioethics authority procedures. Data collection involved two biographical narrative interviews with each teacher based on semi-structured interview protocols between November 2021–April 2022. During these interviews, teachers narrated their lives before focusing on Erasmus to investigate the reasons they sought these experiences, to narrate them in detail and to describe the nature of curriculum making that emerged for students and other teachers during their participation. The transcribed texts of both interviews were sent to the teachers to make changes or additions to their narratives, since member-checking enhances the trustworthiness of the results (Creswell & Miller, 2000). After participants checked, approved, and returned the data, data analysis followed. A combination of analysis methods was used to analyze the data, specifically thematic analysis (Braun & Clarke, 2006) and content analysis (Franzosi, 2004). First, the transcripts of the two interviews were read several times to develop familiarity with the data and to conduct an initial coding of teachers’ narrations. Next, salient patterns across the collected data were determined, and initial themes were generated, including those pertaining to curriculum making, before finalization of the coding in Atlas.ti. Finally, the themes and codes were reviewed with sample quotations and interpretations, allowing comparisons between the teachers' narratives for similarities and differences between them with regards to the identified themes and codes. In this paper the emphasis codes were ‘Erasmus and the official curriculum’ and ‘Erasmus and curriculum making in classrooms and schools’ that were used to analyze the data and draw conclusions.
Conclusions, Expected Outcomes or FindingsThe teachers' narratives point to how curriculum was made through participation in ‘Erasmus’ projects. Teachers narrated a number of their own and their students’ experiences which pointed to how the program became a condition for the enriching of the existing official curriculum, while at the same time a condition of ‘new’ curriculum making which would not have otherwise occur. Both these instantiations of curriculum making are viewed as fueling the making of an ‘erasmian curriculum’. A strong pattern in teachers’ narrations was that during these projects they developed contacts/relationships/school policies/curriculum materials, knowledge/skills, which each adopted/applied/modified for their own micro- and nano-sites. Firstly, the ‘erasmian curriculum’ was narrated as curriculum content being made mostly in the subject-areas of Greek Language, Art-Music, Sciences, Life-Education, History-Geography and Physical Education. Secondly, the narrated ‘erasmian curriculum’ included a range of interdisciplinary, thematic emphases beyond the official curriculum that appeared frequently, either singularly or in combination: culture, ecology-environment, technology, sports. The teachers described how they enriched the official curriculum through the actions of each Erasmus project by connecting these emphases with multiple existing subject-areas. Thirdly, teachers narrated Erasmus as providing conditions for changing the pedagogy by implementing examples of good practices used by their European partners (e.g. student evaluation, classroom organization-management, cooperation, integration of technologies); the latter was particularly salient in their narrations, which stressed the greater use of digital tools, such as tablets and digital books. These projects demanded alternative ways of working with students from other countries (e.g. distance or live attendance of lessons by partner-teachers, online connection with students from partner-schools, exchange of opinions). Moreover, teachers narrated their Erasmus activities as cultivating their students’ open-mindedness, cultural horizons, communication and collaboration skills and intercultural awareness. The paper concludes with a discussion of how this emerging ‘erasmian curriculum’ complemented, informed, or challenged the official curriculum.
ReferencesBraun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77– 101.
Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper (Eds.), APA Handbook of Research Methods in Psychology (pp. 51-77). American Psychological Association.
Carlson, D. (2005). The Question Concerning Curriculum Theory. Journal of the American Association for the Advancement of Curriculum Studies, 1, 1-13.
Creswell, J. W., & Miller, D. L. (2000). Getting good qualitative data to improve educational practice. Theory into Practice, 39(3), 124-130.
Day, C. (2002). School reform and transitions in teacher professionalism and identity. International Journal of Educational Research, 37, 677-692.
Draper, J., Fraser, H. & Taylor, W. (1997). Teachers at work: Early experiences of professional development. British Journal of In-Service Education, 23(2), 283-295.
Doll, W.E. (1993). A Post-modern Perspective on Curriculum. Teachers College Press.
Evans, L. (2011). The “shape” of teacher professionalism in England: Professional standards, performance management, professional development and the changes proposed in the 2010 White Paper. British Educational Research Journal, 37(5), 851-870.
Franzosi, R. (2004). Content Analysis. In Μ. Hardy, & Α. Bryman (Eds.), The Handbook of Data Analysis (pp. 547-565). Sage.
Goodson, I. F. (2019). The Policy of the Analytical Program and Education. Investigating the Life and Work of Teachers. (Ed.) M. Ioannidou-Koutselinis, S. Philippou & L. Kleridis). Gutenberg.
Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: Theory and Practice, 6(2), 151-182.
Hatzigeorgiou, G. (2003). Proposal for a Modern Analytical Program. A holistic – ecological perspective. Atrapos.
Parmigiani D., Maragliano, A., Silvaggio, C. & Molinari, A. (2023) Trainee teachers abroad: reflections on personal and professional teaching identity during international mobility. European Journal of Teacher Education, (46)4, 605-620.
Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubaum, P. M. (1995). Understanding
curriculum: An introduction to the study of historical and contemporary curriculum discourses. Peter Lang.
Smith, B. (2013). Currere and Critical Pedagogy. Think Critically about Self-Reflective Methods. Transnational Curriculum Inquiry, 10 (2), 1-16.
Swann, M., McIntyre, D., Pell, T., Hargreaves, L. & Cunningham, M. (2010). Teachers’ conceptions of teacher professionalism in England in 2003 and 2006. British Educational Research Journal, 36(4), 549-571.
The Erasmus+ Programme Guide (2024). European Commission.https://erasmus-plus.ec.europa.eu/sites/default/files/2023-11/2024-Erasmus%2BProgramme-Guide_EN.pdf
Tsafos, V. (2021). Αφηγήσεις και Βιογραφίες: Οι «φώνες» των εκπαιδευτικών μέσα από τις ιστορίες ζωής τους. Το Αναλυτικό Πρόγραμμα ως Αυτοβιογραφικό Κείμενο.[Narratives and Biographies: The "voices" of teachers through their life stories. The curriculum as an Autobiographical Text] GUTENBERG.
|
