Curriculum Inquiry 43卷2期文章

1.Effects Beyond Effectiveness: Teaching as a Performative Act

中文题目：超越有效性：作为表现性行为的教学

Author: Warren Mark Liew

Source: Curriculum Inquiry, 2013, 43(2): 261-288

Abstract:This article develops the familiar metaphor of teaching as performance towards a definition of teaching as performative act, where words and actions aim to effect cognitive, affective, and behavioral changes in learners. To what extent, however, are the consequences of pedagogical actions commensurate with their intended effects? Can a science of “effective teaching” effectively delineate, ascertain, and predict the effects of teachers' pedagogical practices? Through the lens of speech act theory, I argue that teaching consists of pedagogical perlocutions—speech acts whose observed and unobserved effects on learners exceed authorial intention and scientific prediction. Attempts to subdue this excess of effects lend themselves to definitions of teacher effectiveness scripted by the instruments and institutions of scientifically based research. I conclude by considering the ways in which these definitions of effects and effectiveness are themselves the performative effects of performance-based teacher assessment regimes.  

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2.Creating Learning Opportunities for Teachers and Students: A Cultural-Historical Understanding of Classroom Research 

中文题目：为师生创造学习机会：对课堂研究的历史文化理解

Author: Jean-François Maheux, Wolff-Michael Roth

Source: Curriculum Inquiry, 2013, 43(2): 233-260

Abstract:This article develops the familiar metaphor of teaching as performance towards a definition of teaching as performative act, where words and actions aim to effect cognitive, affective, and behavioral changes in learners. To what extent, however, are the consequences of pedagogical actions commensurate with their intended effects? Can a science of “effective teaching” effectively delineate, ascertain, and predict the effects of teachers' pedagogical practices? Through the lens of speech act theory, I argue that teaching consists of pedagogical perlocutions—speech acts whose observed and unobserved effects on learners exceed authorial intention and scientific prediction. Attempts to subdue this excess of effects lend themselves to definitions of teacher effectiveness scripted by the instruments and institutions of scientifically based research. I conclude by considering the ways in which these definitions of effects and effectiveness are themselves the performative effects of performance-based teacher assessment regimes.  

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3.Developing Integrated Arts Curriculum in Hong Kong: Chaos Theory at Work?   

中文题目：香港综合艺术课程开发：混沌理论有效吗？

Author: Marina Wong

Source: Curriculum Inquiry, 2013, 43(2): 210-232

Abstract:This article reports the development of integrated arts curriculum in two Hong Kong secondary schools over a 9-year period. Initial findings display a range of individual responses to educational change that are both non-predictable and non-linear. Chaos theory is used to explain these varied responses in terms of bifurcations. The findings of this study are presented as a narrative that posits a developmental model comprising personal and external domains being informed by contextual feedback. Personal domains refer to the teachers' education, their teaching experience and their motivational energies to improve their professional status quo. External domains refer to such contextual influences as educational policies, students, colleagues and school administration. Bifurcation explains why integrated arts curriculums impact different schools and individuals in different ways. Four factors are identified to have contributed to the failure or success of integrated arts curriculum: (1) school management support, (2) individual teachers' specialized knowledge, (3) feedback that regenerates and redefines curriculum design, and (4) teacher autonomy and professional growth. A conclusion is drawn that questions the final form of Hong Kong integrated arts curriculum which retains the non-integrated features of subject specialisation and individual teaching rather than co-teaching.

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4.On the Educational Value of Philosophical Ethics for Teacher Education: The Practice of Ethical Inquiry as Liberal Education    

中文题目：教师教育中哲学伦理学的教育价值：作为通识教育的道德探索实践

Author: Christopher Martin

Source: Curriculum Inquiry, 2013, 43(2): 189-209

Abstract:This article explores the extent to which and ways in which philosophical ethics can make an educational contribution to teachers’ understanding of their practice as a distinct moral domain. Philosophical ethics is argued to facilitate two necessary features of teachers’ moral understanding of their practice. First, it promotes awareness of the plurality of normative considerations that must be made when reflecting ethically on one's own practice. Second, it promotes an ability to make deliberative judgements among these normative considerations. These contributions are fundamental for making links between teaching practice and an understating of that practice as a moral tradition. The article characterizes the educational value of these contributions as an on-going learning process of moral inquiry and practice that is best implemented through a form of liberal education. This characterization serves to distinguish it from approaches that would aim to initiate teachers into particular ethical frameworks, on the one hand, or a subjective or relativistic moral pluralism, on the other.