Maintaining our critical work : Stories of curriculum making in initial teacher education

Book chapter


Martin, Jenny and King, Donna. (2019). Maintaining our critical work : Stories of curriculum making in initial teacher education. In In Bazzul, Jesse and Siry, Christina (Ed.). Critical voices in science education research : Narratives of hope and struggle pp. 115-125 Springer. https://doi.org/10.1007/978-3-319-99990-6_12
AuthorsMartin, Jenny and King, Donna
EditorsBazzul, Jesse and Siry, Christina
Abstract

In this chapter, the authors reflect upon the process of curriculum making in initial teacher education. Even though they work in different states of Australia, Donna at Queensland University and Jenny at the Australian Catholic University in Victoria, they draw parallels in their experiences of implementing critical approaches to science education with preservice teachers at their respective institutions. Donna reflects upon her experience of facilitating an integrated assessment task and the institutional practices surrounding the course implementation. The task was successful in providing preservice teachers with the opportunity to take community action for environmental sustainability and to experience science learning through enquiry. Jenny reflects upon preservice teachers’ use of an online journal or blog to relate their learning in science to caring for the environment, self and others and her experiences of a course review process. The online environment was successful in demonstrating preservice teachers’ engagement with scientific ideas. Donna and Jenny show through their stories some of the passion and labor involved in maintaining what we value in our work and clarify the relational nature of such work.

Keywordsinitial teacher education; science teaching and learning; transformative approaches; curriculum in higher education; sociocultural theory
Page range115-125
Year2019
Book titleCritical voices in science education research : Narratives of hope and struggle
PublisherSpringer
Place of publicationCham, Switzerland
SeriesCultural studies of science education ; volume 17
ISBN9783319999890
9783319999906
ISSN1879-7229
1879-7237
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-319-99990-6_12
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online24 Jan 2019
Print2019
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