Τhe Curriculum Journal
Vol. 35, n°4, 11/2024
New perspectives in curriculum: Rethinking collaborative enquiry and teachers' professional learning
- Editorial: New perspectives on curriculum: Rethinking collaborative enquiry and teachers' professional learning, Richard Pountney, Vivienne Baumfield, Gerry Czerniawski, Sarah Seleznyov
- Stenhouse in Scotland and England: Context and culture in curriculum development, Walter Humes
- Recontextualising Stenhouse: Instantiations of the ‘teacher as researcher’ metaphor in Greece and Cyprus, Stavroula Philippou, Vassilis Tsafos
- Close to practice research as a means of rethinking elements of student–teacher's classroom practice, Karen Blackmore, Jenny Hatley
- Enabling collaborative lesson research, Sally Bamber, Sarah Blears-Chalmers, Daryn Egan-Simon, Christine Packer, Sarah Guest, Joanna Hall
- Sustaining professionalism: Teachers as co-enquirers in curriculum design, Diane Swift, Gemma Clowes, Sarah Gilbert, Alex Lambert
- Fulfilling the unmet potential: Harnessing ambition, autonomy, and agility in Northern Ireland's education system, Paul McFlynn, Mairead Davidson, Clare McAuley, Sammy Taggart
- Future curriculum-makers: The role of professional experience placements as sites of learning about curriculum-making for preservice teachers, Phillip Poulton, Claire Golledge
- Reclaiming accountability through collaborative curriculum enquiry: New directions in teacher evaluation, Moira Hulme, Abigail Comber, Eli Jones, Julian Grant, John Baumber
- Rethinking student teachers' professional learning in Wales: Promoting reflection-in-action, Russell Grigg, Helen Lewis, Miriam Morse, Tom Crick
- The Stenhouse legacy and the development of an applied research in education tradition, John Elliott
Curriculum in Professional Practice forum
- Curriculum in Professional Practice: Critical approaches to navigating policy, Grace Healy, Matthew Courtney, Hermione Paddle, Letizia Riddell
- Moving from transmissive to transformative: Closing the policy-practice gap in teacher professional learning in Scotland, Stuart Farmer
- Towards a motivating language acquisition curriculum, Liam Printer
- Reflections on the new curricular framework for vision impaired learners in Scotland, Linda Gouther
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