What counts as knowledge in teaching and learning process
Faculty of Community Services, Education and Social Sciences
School of Education / Fogarty Learning Centre
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.