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Engaging teachers in re-imagining curriculum

Author(s): 
Rosemary Hipkins

This article uses a specific curriculum innovation—a focus on the nature of science—to illustrate the complex dynamics of curriculum change.

Snapshots from the professional learning of two teachers, one primary and one secondary, are used to discuss why teachers’ personal learning may not translate into changes in their taught curriculum unless additional support helps them to rethink traditional teaching and learning practices.

Start page: 
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