Using Currere to Process the Curriculum of Elementary Science Methods
A Quest for Pedagogical Restructure
Abstract
A teacher educator's reflective journey to discover why an elementary science methods course was not what it should be. This article uncovers ways to improve te course to be more in line with what students needed. The teacher educator operates under two core beliefs: the course is meant to help equip teacher candidates and that the act of teaching is dynamic. The following article is a reflection of the Currere method to examine a personal teaching past (the regressive), a teaching present (the progressive analytical), and search to improve a science methods course to more appropriately impact future elementary teachers (the synthetical).
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