Using Theory in Youth and Community Work Practice by Ilona Buchroth download in ePub, pdf, iPad
It turns educators into technicians. If you look back at at our models of process and compare them with the model of informal education presented above then it is clear that we can have a similar problem with pre-specification. The simple equation of curriculum with process is a very slap-happy basis on which to proceed.
There are a number of issues with this approach to curriculum theory and practice. It also can deskill educators in another way. Tyler that dominate theory and practice within this tradition.
We only have to reflect on questions of success in our work. That is, social capital may provide value to both the individual and the group as a whole. First, by introducing the notion of milieu into the discussion of curriculum she again draws attention to the impact of some factors that we have already noted. We have to specify in advance what we are seeking to achieve and how we are to go about it. Alter the context and the nature of the process alters.
In contrast, Stenhouse defines curriculum as the attempt to describe what happens in classrooms rather than what actually occurs. The first is a problem for those who want some greater degree of uniformity in what is taught. It is perhaps closer to the idea of education or learning in the community. Curriculum theory and practice only makes sense when considered alongside notions like class, teacher, course, lesson and so on.
Different members of the CoP could coordinate relationships among members and resources in an individualized approach based on specific needs. It is an active process and links with the practical form of reasoning set out by Aristotle. Community of practice A CoP, in contrast, is a group of people who are active practitioners.
The focus on pre-specified goals may lead both educators and learners to overlook learning that is occurring as a result of their interactions, but which is not listed as an objective. It is often very difficult to judge what the impact of particular experiences has been. Principles on which to study and evaluate the progress of teachers.
They would be able to say how their actions with respect to particular interventions reflected their ideas about what makes for the good, and to say what theories were involved. Community of interest A group of people interested in sharing information and discussing a particular topic that interests them. It is a way of thinking about education that has grown in influence in the United Kingdom since the late s with the rise of vocationalism and the concern with competencies. Thus, the impact of these factors may be quite different to that expected.
If the plan is tightly adhered to, there can only be limited opportunity for educators to make use of the interactions that occur. Fourth, we need to look back at our process model of curriculum theory and practice and what we have subsequently discussed, and return to Aristotle and to Freire. The purpose of the CoI is to provide a place where people who share a common interest can go and exchange information, ask questions, and express their opinions about the topic. Education is most often seen as a technical exercise. More this will be revealed as we examine the theory underpinning individual models.
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