Journal of Curriculum Studies

  Vol. 56, n°1, avril 2024

 

• Teacher curriculum competence: how teachers act in curriculum making, Dung Tran & Bronwyn Reid O’Connor
• Autonomy in the spaces: teacher autonomy, scripted lessons, and the changing role of teachers, Madhu Narayanan, A. L. Shields & T. J. Delhagen
• Problem spaces in STEM inquiry: a case analysis of an integrated curriculum, Tang Wee Teo
• The need for First Nations pedagogical narratives: epistemic inertia and complicity in (re)creating settler-colonial education, Sara Weuffen, Kevin Lowe, Rose Amazan & Katherine Thompson
• Grounded collaborative learning: on the misperceived relevance of philosophy in Africa, Michael Omoge
• Resources for planning and teaching mathematics: a Swedish upper-secondary school case study, Marcus Gustafsson, Jorryt van Bommel & Yvonne Liljekvist
• Beyond Deweyian perspective! Applicability of Experience-Based Cyclical Curriculum Design, Fatih Karatas & Seval Fer

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