Articulations of teaching practice: a case study of teachers and "general capabilities"

Skourdoumbis, Andrew 2016, Articulations of teaching practice: a case study of teachers and "general capabilities", Asia Pacific education review, vol. 17, no. 4, pp. 545-554, doi: 10.1007/s12564-016-9460-7.

Attached Files
Name Description MIMEType Size Downloads

Title Articulations of teaching practice: a case study of teachers and "general capabilities"
Author(s) Skourdoumbis, AndrewORCID iD for Skourdoumbis, Andrew orcid.org/0000-0003-4329-1285
Journal name Asia Pacific education review
Volume number 17
Issue number 4
Start page 545
End page 554
Total pages 10
Publisher Springer
Place of publication Amsterdam, The Netherlands
Publication date 2016-12
ISSN 1598-1037
1876-407X
Keyword(s) general capabilities
teachers
curriculum
teaching practice
qualitative research
Summary The research reported on in this paper is a qualitative case study of secondary school teachers’ interpretations of how they work with a component of the Australian national curriculum, the seven “general capabilities.” The case study of four secondary school teachers utilized teacher interviews eliciting via descriptive analysis how teachers understand and work with the “general capabilities.” The Australian curriculum listing explicit “general capabilities” alongside endorsed disciplines and cross-curriculum priorities requires teachers and their associated classroom practice(s) bond to practical dexterities. Policy expectations are such that the knowledge, skills, behaviors and dispositions of the “general capabilities,” along with curriculum content and cross-curriculum priority areas will support students to successfully live and work in the twenty-first century. While policy expectations appear well defined, including expectations that teachers navigate and implement relevant curriculum in creative ways, the study underpinning this paper finds that teachers assert their professional and pedagogic authority over the curriculum by enacting and translating it for the benefit of their students.
Language eng
DOI 10.1007/s12564-016-9460-7
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Education Research Institute, Seoul National University
Persistent URL http://hdl.handle.net/10536/DRO/DU:30088176

Document type: Journal Article
Collection: School of Education
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 176 Abstract Views, 2 File Downloads  -  Detailed Statistics
Created: Sat, 22 Oct 2016, 18:45:20 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.