Teacher Knowledge Through a Curricular Conceptual Lens of the Particular

• In Event: Moscone Center North Roundtable Session 11
  In Roundtable Session: Angles, Lenses, and Filters: Narrative Spaces

Abstract

We examined teacher knowledge through a curricular conceptual lens of “the particular” to explore complexities of teacher knowledge development, as it relates to school practices, equity policies, multicultural education on school landscapes. Learning about ways in which teachers navigate professional landscapes in an era of increasing standardization of curriculum development and assessment reveals tensions and challenges but also offers hope for ways in which we may guide pre-service and in-service teachers who work with students of diverse social and cultural backgrounds. Knowledge gained through this study informs teacher education, curriculum development, and professional development of teachers as they continue their professional development pertaining to issues of diversity in school landscapes.

Authors

• Elaine Chan, University of Nebraska - Lincoln

• Vicki Ross, Northern Arizona University