Exploring the position of curriculum studies across the continuum of teacher education in Ireland

Abstract

Curriculum, while often narrowly defined, is a contested space that stimulates continuing international debate, yet the importance of curriculum studies is frequently overlooked across the continuum of teacher education. Within the Irish context a technicist interpretation of curriculum studies, focusing primarily of subject knowledge and development, has historically been adopted. More recent Teaching Council of Ireland policy documents have espoused a broader macro understanding of curriculum studies as a foundation discipline within initial teacher education. However, concerns have been raised regarding student teachers’ ability to fully engage with such material so early in their professional development. With the recently embraced continuum of teacher education in Ireland, this paper examines how curriculum studies is currently defined by Irish policy and problematises how it is addressed in practice. The paper proceeds to explore emerging opportunities to expand this area of study across the continuum. A case for the place of curriculum studies as central to the advancement of the profession through the promotion of teachers as change agents is presented.

Keywords:

• Curriculum studies
• continuum of teacher education
• change agent

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Raymond Lynch is a lecturer in Education at the University of Limerick. His research interests include student–course alignment, student interests and task difficulty.

Orla McCormack is a lecturer in Education at the University of Limerick. Her research and teaching interests focus on curriculum and teacher education, with a particular emphasis on reflective practice.

Jennifer Hennessy is a lecturer in Education at the University of Limerick. Her research interests include pedagogy and performativity, school culture and practitioner research.

Notes

1. The authors are not advocating the development of ‘passive’ teachers who merely implement the reform agenda of external bodies. Rather, they argue for the development of critical thinkers who are capable, as Trant (1998) suggests, of becoming prophets of the education system.