Breaking the mould: transforming (HPE) curriculum from the inside out

Research output: Contribution to conferenceAbstractOther

Abstract

Designing pre-service teacher education courses within a climate of National curriculum reform presents both a unique opportunity for transforming curriculum from the inside out and a chance to reflect upon the everyday tensions associated with such an environment. With the support of a small teaching and learning grant we have been able to reflect upon the design process of 4 units in a Bachelor of Education (Health and Physical Education) degree at Monash University with the aim of invigorating and infusing what we do and how we do it in alignment with recent curriculum reform. This paper shares this process and considers the role (possibilities and tensions) of Teacher Education in prompting shifts in pedagogical thinking and critical readings of Australian/State curriculum policy. In addressing both the interpretative (i.e. making sense of policy) and design (i.e. rationalizing course, unit, class structure) dimensions of teaching in Higher Education the paper seeks to disrupt existing cultural practices by prioritising coherency and connectedness within new course frameworks. It does this in two ways. Firstly, we ‘break the mould’ by exploring ways in which to counter the tendency for fragmented, ‘silo’ style unit development in Higher Education. We do this by deploying the Monash Academy Better Teaching Better Learning framework as a reflective lens, unit design/production tool, and pedagogy. We then built a curriculum reform layer into the project by considering how curriculum policy (in our case the Australian/Victorian curricula in HPE) could ‘transform our teaching from the inside out’. This necessitated a shift from ‘content’ (the what) towards a more futures oriented and theoretically informed pedagogical approach to enhance teaching, learning and assessment in HPE. We do this by deploying the five propositions advocated by curriculum writers. By sharing our theoretical frameworks, research methods and preliminary findings present a useful model for engaging with methods of unit design, content choice, teaching and learning strategies and assessment that are fit-for-purpose, innovative and forward thinking.
Original languageEnglish
Publication statusPublished - 2016
EventInternational Conference of the Australian Association for Research in Education 2016: Transforming Educational Research - Melbourne Cricket Ground Function Centre, Melbourne, Australia
Duration: 27 Nov 20161 Dec 2016

Conference

ConferenceInternational Conference of the Australian Association for Research in Education 2016
Abbreviated titleAARE 2016
CountryAustralia
CityMelbourne
Period27/11/161/12/16

Cite this

Lambert, K., Alfrey, L., Penney, D., & O'Connor, J. (2016). Breaking the mould: transforming (HPE) curriculum from the inside out. Abstract from International Conference of the Australian Association for Research in Education 2016, Melbourne, Australia.
Lambert, Karen ; Alfrey, Laura ; Penney, Dawn ; O'Connor, Justen. / Breaking the mould : transforming (HPE) curriculum from the inside out. Abstract from International Conference of the Australian Association for Research in Education 2016, Melbourne, Australia.
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abstract = "Designing pre-service teacher education courses within a climate of National curriculum reform presents both a unique opportunity for transforming curriculum from the inside out and a chance to reflect upon the everyday tensions associated with such an environment. With the support of a small teaching and learning grant we have been able to reflect upon the design process of 4 units in a Bachelor of Education (Health and Physical Education) degree at Monash University with the aim of invigorating and infusing what we do and how we do it in alignment with recent curriculum reform. This paper shares this process and considers the role (possibilities and tensions) of Teacher Education in prompting shifts in pedagogical thinking and critical readings of Australian/State curriculum policy. In addressing both the interpretative (i.e. making sense of policy) and design (i.e. rationalizing course, unit, class structure) dimensions of teaching in Higher Education the paper seeks to disrupt existing cultural practices by prioritising coherency and connectedness within new course frameworks. It does this in two ways. Firstly, we ‘break the mould’ by exploring ways in which to counter the tendency for fragmented, ‘silo’ style unit development in Higher Education. We do this by deploying the Monash Academy Better Teaching Better Learning framework as a reflective lens, unit design/production tool, and pedagogy. We then built a curriculum reform layer into the project by considering how curriculum policy (in our case the Australian/Victorian curricula in HPE) could ‘transform our teaching from the inside out’. This necessitated a shift from ‘content’ (the what) towards a more futures oriented and theoretically informed pedagogical approach to enhance teaching, learning and assessment in HPE. We do this by deploying the five propositions advocated by curriculum writers. By sharing our theoretical frameworks, research methods and preliminary findings present a useful model for engaging with methods of unit design, content choice, teaching and learning strategies and assessment that are fit-for-purpose, innovative and forward thinking.",
author = "Karen Lambert and Laura Alfrey and Dawn Penney and Justen O'Connor",
year = "2016",
language = "English",
note = "International Conference of the Australian Association for Research in Education 2016 : Transforming Educational Research, AARE 2016 ; Conference date: 27-11-2016 Through 01-12-2016",

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Lambert, K, Alfrey, L, Penney, D & O'Connor, J 2016, 'Breaking the mould: transforming (HPE) curriculum from the inside out' International Conference of the Australian Association for Research in Education 2016, Melbourne, Australia, 27/11/16 - 1/12/16, .

Breaking the mould : transforming (HPE) curriculum from the inside out. / Lambert, Karen; Alfrey, Laura; Penney, Dawn; O'Connor, Justen.

2016. Abstract from International Conference of the Australian Association for Research in Education 2016, Melbourne, Australia.

Research output: Contribution to conferenceAbstractOther

TY - CONF

T1 - Breaking the mould

T2 - transforming (HPE) curriculum from the inside out

AU - Lambert, Karen

AU - Alfrey, Laura

AU - Penney, Dawn

AU - O'Connor, Justen

PY - 2016

Y1 - 2016

N2 - Designing pre-service teacher education courses within a climate of National curriculum reform presents both a unique opportunity for transforming curriculum from the inside out and a chance to reflect upon the everyday tensions associated with such an environment. With the support of a small teaching and learning grant we have been able to reflect upon the design process of 4 units in a Bachelor of Education (Health and Physical Education) degree at Monash University with the aim of invigorating and infusing what we do and how we do it in alignment with recent curriculum reform. This paper shares this process and considers the role (possibilities and tensions) of Teacher Education in prompting shifts in pedagogical thinking and critical readings of Australian/State curriculum policy. In addressing both the interpretative (i.e. making sense of policy) and design (i.e. rationalizing course, unit, class structure) dimensions of teaching in Higher Education the paper seeks to disrupt existing cultural practices by prioritising coherency and connectedness within new course frameworks. It does this in two ways. Firstly, we ‘break the mould’ by exploring ways in which to counter the tendency for fragmented, ‘silo’ style unit development in Higher Education. We do this by deploying the Monash Academy Better Teaching Better Learning framework as a reflective lens, unit design/production tool, and pedagogy. We then built a curriculum reform layer into the project by considering how curriculum policy (in our case the Australian/Victorian curricula in HPE) could ‘transform our teaching from the inside out’. This necessitated a shift from ‘content’ (the what) towards a more futures oriented and theoretically informed pedagogical approach to enhance teaching, learning and assessment in HPE. We do this by deploying the five propositions advocated by curriculum writers. By sharing our theoretical frameworks, research methods and preliminary findings present a useful model for engaging with methods of unit design, content choice, teaching and learning strategies and assessment that are fit-for-purpose, innovative and forward thinking.

AB - Designing pre-service teacher education courses within a climate of National curriculum reform presents both a unique opportunity for transforming curriculum from the inside out and a chance to reflect upon the everyday tensions associated with such an environment. With the support of a small teaching and learning grant we have been able to reflect upon the design process of 4 units in a Bachelor of Education (Health and Physical Education) degree at Monash University with the aim of invigorating and infusing what we do and how we do it in alignment with recent curriculum reform. This paper shares this process and considers the role (possibilities and tensions) of Teacher Education in prompting shifts in pedagogical thinking and critical readings of Australian/State curriculum policy. In addressing both the interpretative (i.e. making sense of policy) and design (i.e. rationalizing course, unit, class structure) dimensions of teaching in Higher Education the paper seeks to disrupt existing cultural practices by prioritising coherency and connectedness within new course frameworks. It does this in two ways. Firstly, we ‘break the mould’ by exploring ways in which to counter the tendency for fragmented, ‘silo’ style unit development in Higher Education. We do this by deploying the Monash Academy Better Teaching Better Learning framework as a reflective lens, unit design/production tool, and pedagogy. We then built a curriculum reform layer into the project by considering how curriculum policy (in our case the Australian/Victorian curricula in HPE) could ‘transform our teaching from the inside out’. This necessitated a shift from ‘content’ (the what) towards a more futures oriented and theoretically informed pedagogical approach to enhance teaching, learning and assessment in HPE. We do this by deploying the five propositions advocated by curriculum writers. By sharing our theoretical frameworks, research methods and preliminary findings present a useful model for engaging with methods of unit design, content choice, teaching and learning strategies and assessment that are fit-for-purpose, innovative and forward thinking.

M3 - Abstract

ER -

Lambert K, Alfrey L, Penney D, O'Connor J. Breaking the mould: transforming (HPE) curriculum from the inside out. 2016. Abstract from International Conference of the Australian Association for Research in Education 2016, Melbourne, Australia.