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Curriculum Conversations — A Teacher Educator and a Student Teacher Learning and Co-Journeying Together

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In this study, Applebee’s (1996) notion of ‘curriculum as conversations’ is used as an analytical and dissemination framework for the kind of learning encounters between students and teachers and also with curriculum text. The whole article depicts and documents the whole process of learning new curriculum notions (such as Pinar’s curriculum as currere) as a mediated outcome of interactional and dialogical learning between the first researcher, the second researcher (his student) and the text. Inspired by the first researcher’s work in exploring practicing teachers’ notion and practice of student-centred curriculum and its close affinity to curriculum as currere, the second researcher reconceptualizes an L2 English curriculum premised on Pinar’s currere methodology which resides heavily on reflective and future-oriented self formation and development. Both the teacher and the student in this study agree that a conversational curriculum is the best way to scaffold learning inside and beyond the classroom in order to reap optimal mutual benefits. Implications for local teacher education curriculum and the academia are also made at the end.

Keywords: curriculum as conversation; curriculum as currere; dialogic learning; interactional learning

Document Type: Research Article


Publication date: January 1, 2011

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  • Learning and Teaching is a bi-annual, refereed, international journal providing a forum for discussion and analysis of the latest educational research on innovative approaches to classroom pedagogy and learning in the global culture. Articles are chosen for their originality, readability, and accessibility to wide audience of educational researchers, classroom-teachers, educational administrators and curriculum coordinators.

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