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The second curriculum opera : Arias, assessment and methodological traces

White, Julie and Dixon, Mary 2004, The second curriculum opera : Arias, assessment and methodological traces, in AARE 2004 : Doing the public good : positioning educational research ; AARE 2004 International Education Research conference proceedings, Australian Association for Research in Education (AARE), Coldstream, Vic., pp. 1-15.

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Title The second curriculum opera : Arias, assessment and methodological traces
Author(s) White, Julie
Dixon, Mary
Conference name Australian Association for Research in Education. Conference (2004 : Melbourne, Vic.)
Conference location Melbourne, Vic.
Conference dates 28 November - 2 December, 2004
Title of proceedings AARE 2004 : Doing the public good : positioning educational research ; AARE 2004 International Education Research conference proceedings
Editor(s) Jeffrey, Peter L.
Publication date 2004
Series PANDORA electronic collection
Start page 1
End page 15
Publisher Australian Association for Research in Education (AARE)
Place of publication Coldstream, Vic.
Keyword(s) Education -- Australia -- Congresses
Summary Drawing on contemporary forms of qualitative research such as performance ethnography (McCall, 2000), autoethnography (Ellis & Bochner, 2000; Ellis & Flaherty, 1992) and using narrative and writing as forms of inquiry (Richardson, 1990; 1992; 1995a; 1995b; 1997; 1999; 2000), this research project constructs a 'learning through' (Gardner, 1983; 1993; 1995; 1999; 2003a; 2003b) approach to curriculum within pre-service teacher education. During 2002 we initiated the first curriculum opera (Dixon & White, 2003; Dixon, White, & Smerdon, 2003) in our Faculty of Education with thirty-seven students. In 2003 we developed this learning and teaching approach with twice as many students. We also reconsidered assessment of students involved in the opera for overall theoretical consistency. As students increasingly took control, they 'imagined curriculum' (Doll & Gough, 2002) and transformed their exploration of identity in the 'process of becoming' teachers (Britzman, 2003). In this paper, we outline the project and the learning involved. We also indicate future directions for learning and teaching in preservice teacher education as well as the potential uses and misuses of teacher assessment through portfolio.
Notes Paper : WH104680
ISSN 1324-9339
Language eng
Field of Research 130303 Education Assessment and Evaluation
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category E1.1 Full written paper - refereed
HERDC collection year 2008
Persistent URL http://hdl.handle.net/10536/DRO/DU:30020091

Document type: Conference Paper
Collections: Faculty of Arts and Education
School of Education
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