Curriculum to the classroom

investigating the spatial practices of curriculum implementation in Queensland schools and its implications for teacher education

Georgina M. Barton, Susanne Garvis, Mary E. Ryan

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

Change is something that both pre-service and practising teachers face regularly throughout their professional lives. Curriculum change and consequential implementation is a case in point. This paper investigates the perspectives of a number of schoolbased stakeholders in regard to the implementation of the C2C materials in Queensland schools and how this has potential consequences for teacher education programs. It shows that often contradictory spaces emerge in regard to curriculum enactment and argues that a 'one size fits all' approach is not the most effective way to implement new curriculum. A transformative third space is offered whereby teachers are accorded with a voice in the way in which implementation occurs; ultimately allowing pre-service teachers to learn important skills required to be effective teachers.

Original languageEnglish
Article number9
Pages (from-to)166-177
Number of pages12
JournalAustralian Journal of Teacher Education
Volume39
Issue number3
DOIs
Publication statusPublished - 1 Mar 2014
Externally publishedYes

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