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63 2003 3 63-94 [email protected] 2002 10 31 2003 2 14

3ºÂ¾åÄõ - 高等教育出版 · curriculum reform and instructional innovation from the aspect of linking teachers’ curricular awareness with pedagogical praxis. Firstly,

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Page 1: 3ºÂ¾åÄõ - 高等教育出版 · curriculum reform and instructional innovation from the aspect of linking teachers’ curricular awareness with pedagogical praxis. Firstly,

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Page 2: 3ºÂ¾åÄõ - 高等教育出版 · curriculum reform and instructional innovation from the aspect of linking teachers’ curricular awareness with pedagogical praxis. Firstly,

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Bulletin of Educational Research

March, 2003, Vol. 49 No. 1 pp. 63-94

Teacher’s Curricular Consciousness and

Pedagogical Praxis

Hsiao-Lan Sharon Chen

Abst rac t

Teachers are the key to a successful curriculum reform. In order to encourage

teachers’ critical curricular consciousness for renewed, innovative pedagogical practice,

this article attempts to reflectively highlight the teacher’s autonomous role in

curriculum reform and instructional innovation from the aspect of linking teachers’

curricular awareness with pedagogical praxis. Firstly, the author reexamines the

teacher’s role in curriculum development and reform based on a review of the literature

in curriculum field. Secondly, building upon the perspectives of critical pedagogy and

liberating education, the author constructs the meaning of teachers’ curricular con-

sciousness and its practical knowledge base through the exploration of teachers’

awareness of professional knowledge, awareness of self, and awareness of environment.

Thirdly, in order to lay out the reciprocal relationship between teachers’ curricular con-

sciousness and their pedagogical praxis, the author makes her analysis from three

Associate professor, Department of Education, National Taiwan Normal University

E-mail�[email protected]

Manuscript received: Oct. 31, 2002; Accepted: Feb. 14, 2003

Page 3: 3ºÂ¾åÄõ - 高等教育出版 · curriculum reform and instructional innovation from the aspect of linking teachers’ curricular awareness with pedagogical praxis. Firstly,

��� �������� �� 65

practical aspects, which are: (1) curricular consciousness directs pedagogical trans-

formation; (2) pedagogical praxis provokes potential curricular consciousness; and (3)

critical curricular consciousness enhances the improvement of curricular and peda-

gogical practices. Finally, the author provides suggestions for raising teachers’ cur-

ricular consciousness through three approaches, namely encouraging teachers “to do”

philosophy, encouraging teachers to have dialogues with others, and encouraging

teachers to share their personal life story/experience or practical knowledge with

others.

Keywords: curricular consciousness, pedagogical praxis, teacher’s

role, critical consciousness

Hsiao-Lan Sharon Chen Teacher’s Curricular Consciousness and Pedagogical Praxis

Page 4: 3ºÂ¾åÄõ - 高等教育出版 · curriculum reform and instructional innovation from the aspect of linking teachers’ curricular awareness with pedagogical praxis. Firstly,

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