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Becoming scientific and becoming professional: towards moderating rationalism in the initial teacher education curriculum
Author(s) -
Ovens Peter
Publication year - 2000
Publication title -
the curriculum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.843
H-Index - 36
eISSN - 1469-3704
pISSN - 0958-5176
DOI - 10.1080/09585170050045191
Subject(s) - conceptualization , curriculum , sketch , pedagogy , mathematics education , process (computing) , sociology , engineering ethics , psychology , computer science , engineering , algorithm , artificial intelligence , operating system
The aim of this mainly theoretical article is to sketch a curriculum model, based upon Stenhouse (1975), for the education of primary school teachers with a focus on their teaching of science. Arising from practical concerns, the purpose is to outline a framework for creative compliance with the more retrogressive characteristics of the national requirements. A distinction between training and education leads to a conceptualization of education as a process of becoming. This is applied to aspects of science and to aspects of education separately, and then brought together to envisage a moderated approach to the teaching and the assessment of student teachers which could guide practice.