Date of Award
2006
Document Type
Thesis
Publisher
Edith Cowan University
Degree Name
Doctor of Philosophy
School
School of Education
Faculty
Faculty of Education and Arts
First Supervisor
Professor William Louden
Abstract
While it is widely recognised that language is consequential in teachers' work within the classroom, this thesis argues that it is also consequential in their curriculum development work outside the classroom. The study takes a phenomenological approach based in a single school, and the key data sources are transcripts of teachers' meetings held to develop a new curriculum framework for their junior secondary science classes. The broad aims of the study are to better understand the ways in which language is consequential in that work, to consider the implications these have for understanding school based curriculum development, and to identify the kinds of language-related knowledges that support teachers' curriculum development activity. The review of literature in Chapter 2 focuses initially on constructions of the teacher, the teaching labour process, and teacher knowledge, with an emphasis on the place of language within such constructions. Three currently dominant perspectives on curriculum development are then identified: curriculum development as task, as policy making and as teacher agency. While the consequentiality of language is implicit in each of these perspectives, it is not given any priority, suggesting the value of a phenomenological study focusing specifically on the consequentiality of language in teachers' school based curriculum development.
Recommended Citation
Barnett, J. A. (2006). Developing a school based science curriculum: Teachers' work as language work. Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/4