Conference Publication Details
Mandatory Fields
Geraldine Mooney Simmie and Manfred Lang
European Science Education Research Association ESERA 2013
Deliberative Innovation in Science Education
2013
Unknown
Published
0
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Optional Fields
teacher education deliberative innovation pedagogic innovation teacher professional learning
                          

Curriculum innovation has become increasingly mandated and controlled by accountability measures in a system of official policy rhetoric (Ball, 2012). The effect of this system is under criticism for a number of different reasons. Connelly (2013) is concerned about the use of formal standards and achievements as a "flight from the field" of curriculum policy. Au (2011) argues that public accountability is a new kind of Taylorism reducing students into decontextualized numerical objects for comparison. In this article we develop arguments and use evidences from case studies across six different European countries in favor of a pedagogical turn toward deliberative curriculum innovation in an open public space between a multiplicity of education actors that is in contrast to official contemporary policy discourses.

In the European project GIMMS case studies with different settings about deliberative innovation in teacher education were conducted and interrogated. The project was based on a partnership model of teacher education about deliberative boundary crossing in public space. Central to this model was a democratic discourse in a flat structure with the support of mentors as brokers for shared meaning making between different educational communities. This kind of boundary crossing partnership for curriculum innovation is different from present output oriented reforms controlled by managerial accountability measures.

In GIMMS mentors gradually succeeded in developing a context of trust, ethical care and co-inquiry for the realisation of the aims of case studies. A driving factor in every of the cases was the interaction of engaged teachers and schools with a university or research and development institution, and occasionally with policy leaders and elected representatives. Teachers became agents of change through engagement in these collaborative boundary crossing partnerships. Obstacles for this type of inquiry-oriented boundary crossing public spaces were non-deliberative apprenticeship approaches to teacher education and methods of assessment that were mostly concerned with standardizations and performativity.

E-Book Conference Published Proceedings ISBN 978-9963-70077-6
www.esera.org/media/eBook_2013/.../ESERA13_epub_ger.pdf
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