Theorising Teacher-led, student-led learning in a project based curriculum [abstract only]

POUNTNEY, Richard, RATA, Elizabeth and MCPHAIL, Graham (2017). Theorising Teacher-led, student-led learning in a project based curriculum [abstract only]. In: Epistemic justice: knowledge and the school curriculum, Sheffield, 07 Jul 2017. Richard Pountney (SIOE). (Unpublished)

Full text not available from this repository.

Abstract

In my talk I will discuss curriculum development in a UK secondary school that follows an innovative approach to curriculum design and pedagogy based on the interdisciplinary, problem based learning, approaches of Expeditionary Learning schools in the USA. This pedagogy aims to combine a knowledge-led curriculum with pupils’ engagement, to effect a Future 3 School (Young et al., 2014). I focus on how teachers develop their professional knowledge through their understanding of ‘critique’ and ‘rigour’ in developing the curriculum. By means of a theory of teacher autonomy (Pountney, 2015) I elaborate an understanding of expertise and authority in teachers' practices, and of consensus and purpose in their moral and practical lives. This extends the judgement of quality of teaching to include the process of effectively reviewing, critiquing and forward-planning teaching practice in a collegial context.

Item Type:	Conference or Workshop Item (Keynote)
SWORD Depositor:	Symplectic Elements
Depositing User:	Symplectic Elements
Date Deposited:	27 Jan 2023 15:49
Last Modified:	11 Oct 2023 14:15
URI:	https://shura.shu.ac.uk/id/eprint/28275

Actions (login required)

View Item

Downloads

Publication Metrics