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Journal of Curriculum Studies
Référence : Vol. 56, n°1, avril 2024
- Teacher curriculum competence: how teachers act in curriculum making, Dung Tran & Bronwyn Reid O’Connor
- Autonomy in the spaces: teacher autonomy, scripted lessons, and the changing role of teachers, Madhu Narayanan, A. L. Shields & T. J. Delhagen
- Problem spaces in STEM inquiry: a case analysis of an integrated curriculum, Tang Wee Teo
- The need for First Nations pedagogical narratives: epistemic inertia and complicity in (re)creating settler-colonial education, Sara Weuffen, Kevin Lowe, Rose Amazan & Katherine Thompson
- Grounded collaborative learning: on the misperceived relevance of philosophy in Africa, Michael Omoge
- Resources for planning and teaching mathematics: a Swedish upper-secondary school case study, Marcus Gustafsson, Jorryt van Bommel & Yvonne Liljekvist
- Beyond Deweyian perspective! Applicability of Experience-Based Cyclical Curriculum Design, Fatih Karatas & Seval Fer
Informations complémentaires :
https://www.tandfonline.com/.../current?gclid=Cj0KCQiAsqOMBhDFARIsAFBTN3fB-LBRBxjG7CtMdf_tNPzATmQPwhCTbub2ppu-teJ4-HMKGVZ0ascaAuhXEALw_wcB
mot(s) clé(s) : curriculum et programmes d'enseignement, recherche en éducation
