Curriculum to the classroom : Investigating the spatial practices of curriculum implementation in Queensland schools and its implications for teacher education

Journal article

Barton, Georgina, Garvis, Susanne and Ryan, Mary. (2014). Curriculum to the classroom : Investigating the spatial practices of curriculum implementation in Queensland schools and its implications for teacher education. Australian Journal of Teacher Education. 39(3), pp. 166-177. https://doi.org/10.14221/ajte.2014v39n3.9
AuthorsBarton, Georgina, Garvis, Susanne and Ryan, Mary
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 school-based 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.

Keywordscurriculum; Queensland; teacher education; change management; Curriculum into the Classroom
Year01 Jan 2014
JournalAustralian Journal of Teacher Education
Journal citation39 (3), pp. 166-177
PublisherSocial Science Press
ISSN0313-5373
Digital Object Identifier (DOI)https://doi.org/10.14221/ajte.2014v39n3.9
Web address (URL)https://ro.ecu.edu.au/ajte/vol39/iss3/9/
Research or scholarlyResearch
Page range166-177
Publisher's version
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All rights reserved
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Open
Output statusPublished
Publication dates
OnlineMar 2014
Publication process dates
Deposited23 May 2024
Additional information

© Edith Cowan University, Australian Journal of Teacher Education, 2014

Place of publicationAustralia
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