What counts as knowledge in teaching and learning process

Authors

Susan Krieg, Edith Cowan University
Suzanne Sharp, Edith Cowan University

Document Type

Conference Proceeding

Faculty

Faculty of Community Services, Education and Social Sciences

School

School of Education / Fogarty Learning Centre

RAS ID

2721

Comments

Krieg, S., & Sharp, S. (2005). What counts as knowledge in teaching and learning process. Proceeding of Australian Association for Research in Education (AARE) Conference 2005: Doing the Public Good, Positioning Education Research.

Abstract

The connections between ‘what counts’ as knowledge (as defined in the documented curriculum), and teaching and learning processes enacted within pre-service teacher education programs are often difficult to find. This paper investigates connections between the curriculum (as stated) and the curriculum (as enacted) within a particular unit within the Kindergarten through Primary teacher education program offered at Edith Cowan University. The curriculum analysis presented in the paper makes explicit the role that the documented curriculum plays in institutional settings, in naming and organising the knowledge that is considered essential and valuable within particular contexts and explores the relationship between this and teaching and learning processes.