Bridging Curriculum Theory and the Practical Within Graduate Courses: A Perspective of Curriculum Theorizing

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 1
  In Roundtable Session: Remedy and Repair in Policy Reform and Curriculum Theory (Table 13)

Abstract

The purpose in this study was adapting case study to explore possibilities of guiding and helping in-service teacher or pre-service teacher to bridge “curriculum theory” they learned in master or doctoral curriculum programs and their educational experience form “the practical” through the perspective of “curriculum theorizing”. The data revealed multiple possibilities that these cases shared within their experience but also presented different interactive models of teachers and students’ mutual adapting related to individual interest, differentiated context, and expectations in education. This study offers insight into visions about Inheritance and innovation between generations for the study of “curriculum theory” and highlighted the necessity of transforming graduate school courses to meet in-service or pre-service teacher’s needs of this era that emphasizes practicality.

Author

• Yen-wen Huang, National University of Tainan