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ERIC Number: EJ825122
Record Type: Journal
Publication Date: 2009-Jan
Pages: 19
Abstractor: ERIC
Reference Count: 50
ISSN: ISSN-0362-6784
Bridging Policy and Professional Pedagogy in Teaching and Teacher Education: Buffering Learning by Educating Teachers as Curriculum Makers
Grimmett, Peter P.; Chinnery, Ann
Curriculum Inquiry, v39 n1 p125-143 Jan 2009
This article presents a review of three chapters in "Part II, Section D: Teaching Curriculum" of "The SAGE Handbook of Curriculum and Instruction" (F. M. Connelly, M. F. He, J. I. Phillion, Eds.; Sage Publications, 2008). The review of these chapters ["Teacher Education as a Bridge? Unpacking Curriculum Controversies" (Marilyn Cochran-Smith, Kelly E. Demers. Chapter 13, pp. 261-281); "Cultivating the Image of Teachers as Curriculum Makers" (Cheryl J. Craig, Vicki Ross. Chapter 14, pp. 282-305); and "Teachers' Experience of Curriculum: Policy, Pedagogy, and Situation" (William Ayers, Therese Quinn, David O. Stovall, Libby Scheiern. Chapter 15, pp. 306-326)] focuses on the relationship of policy to professional pedagogy in teaching and teacher education. It suggests that educating teachers as curriculum makers is key to the connection between policy and pedagogy and the protection of "the practical" space for the development and exercise of professional expertise and judgment so necessary for learning to occur (Schwab, 1969). Grimmett and Chinnery use the term "bridging" to refer to both the connection between policy and pedagogy and to the act of connecting the two; and the term "buffering" to indicate a shielding or cushioning of learning situations against potential adverse effects. They identify nine political lessons for teachers and teacher educators that are derived from these chapters, each of them pointing to the need to bridge policy to pedagogy while buffering the object of pedagogy--learning--from any adverse effects by educating teachers as curriculum makers. (Contains 3 notes.)
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Publication Type: Book/Product Reviews; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A