Teaching and learning together: Making space for curriculum negotiation in higher education.
Citation
Export citationEdwards, F. (2011). Teaching and learning together: Making space for curriculum negotiation in higher education.Waikato Journal of Education, 16(3), 143-156.
Permanent Research Commons link: https://hdl.handle.net/10289/6121
Abstract
Research in compulsory sectors of education indicates that curriculum negotiation (sometimes termed co-construction) between teacher and students is beneficial for both students and teachers. It would seem, therefore, that this approach would be equally valuable in the tertiary context of initial teacher education, as a model of a good teaching approach for student teachers to observe and experience. However, enacting this approach in the context of an academic tertiary programme is often perceived as problematic. This paper discusses theoretical underpinnings of curriculum negotiation, its foundations, implementation and benefits. It then describes actions taken by a university teaching team which endeavoured to create spaces for the negotiation of curriculum, and to intentionally model curriculum negotiation. The ways in which staff and students have been able to work together collaboratively, giving both parties shared influence, input and control of learning, are explored. I contend that curriculum negotiation is an essential element within teacher education programmes if we hope to maximise learning engagement and outcomes and model an effective pedagogy.
Date
2011Type
Publisher
Faculty of Education, University of Waikato
Rights
© 2011 Waikato Journal of Education. It is posted here by permission for personal use.
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