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Maintaining our critical work : Stories of curriculum making in initial teacher education
Martin, Jenny King, Donna
Martin, Jenny
King, Donna
Author
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.
Keywords
initial teacher education, science teaching and learning, transformative approaches, curriculum in higher education, sociocultural theory
Date
2019
Type
Book chapter
Journal
Book
Critical voices in science education research : Narratives of hope and struggle
Volume
Issue
Page Range
115-125
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled