Showing results 397–408 of 515
Presenting a powerful new mechanism for encouraging play-based learning that reflects a more up-to-date and holistic view of technology use in the early years.
Not all young people get to access arts programmes. For those who do, the benefits have been widely recognised (de Roeper & Savelsberg, 2009; Catterall, 2012). However not all young people...
What is the role of transnational and national education policies in the realisation of critical thinking?
Those who study and work within education know that it is not just the explicit, intentional content that is taught in schools and that results in learning. Moment-to-moment transfers of meaning...
Attending the BERA/BCF Re-Imagining A Curriculum for Teacher Knowledge event enabled me to develop a deeper and broader understanding of recent thinking about the curriculum in England. ...
There are a number of premises that underpin this think piece about ‘reimagining a curriculum for social justice’. They include the assumptions that we need an education system with broad...
A relational perspective on knowledge and education values dialogue among a multiplicity of cultural perspectives and felt experiences.
As a teacher educator in Northern Ireland I was privileged to reflect about connecting learning, connecting times and cultures and, not least, connecting people, at the recent ‘Re-imagining a...
As changes in the curriculum appear on the horizon it is essential for teachers and school leaders to engage critically and constructively with the opportunities and tensions that emerge. Teachers...
'An honest engagement with Dewey’s theory of experience can provide educators with useful questions about how to create meaningful educational experiences.'
By considering responses to these questions we can offer starting points for the construction of a curriculum for teacher knowledge.