Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430589
Title: Emerging curriculum
Author: Begg, Andrew John Cameron.
ISNI:       0000 0001 3453 878X
Awarding Body: Open University
Current Institution: Open University
Date of Award: 2006
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Abstract:
In this autobiographical narrative study I consider how curriculum, in particular the mathematical curriculum, emerged for me throughout my life. My aims with this study are: to show how my concept of curriculum has emerged and changed over time. to encourage others to envisage curriculum in a range of different, but complementary ways. I started with a narve view of curriculum-the received curriculum. While teaching this changed. I began to appreciate levels of curriculum (national, school and classroom), to realize that within the constraints of a national curriculum I had professional freedom and to understand how students negotiate curriculum. I also became aware of curriculum as a continually changing process rather than a product. As an education officer in the curriculum development division, my views evolved further. I juggled with the conflict between all planning for the classroom and curriculum as government policy. My understanding grew about the assessed curriculum, the global curriculum, the development process (based on a researchdevelopment- dissemination model) and the notion that a curriculum should operationalize educational aims. I realized that contradictory perspectives on curriculum needed to co-exist. In the last 15 years I worked in tertiary institutions. My scholarship focussed on curriculum-related matters. My view of curriculum became multi-dimensional and complex, with associated documents and development being inseparable from curriculum; and I formulated a model in which curriculum, development and other influencing activities are envisaged as a complex living system.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.430589  DOI: Not available
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