The New Zealand Curriculum document (NZC) for both mainstream and M`aori immersion contexts is viewed as a jewel in the crown of compulsory education in this country. With the cancellation of National Standards' policy, the time is right to rekindle the spark of teachers’ knowledge, skills and practice in the teaching of curriculum subjects beyond literacy and mathematics.
Guest editors are sought for special issues of Teachers and Curriculum journal on teaching languages, health, physical education, science, technology, drama, dance, visual arts, music, outdoor education, environmental/sustainability education, integrated curriculum or combinations. We do not envisage more than six Special Issues in this series.
Call for Papers 2020 Issue: Special Issue: Evidence-Based Pedagogies
Evidence-based pedagogies, interpreted broadly, is the focus of the 2020 special issue of Teachers and Curriculum.
Evidence-based pedagogies might be viewed as blurred boundaries of research and practice, and acknowledgement of the potential of teacher/practitioner work and research in a range of professional contexts and sites for learning. Evidence-based pedagogies activate inquiry that involves thinking about teaching and learning, equity, student agency, enriching students’ life chances, and perhaps making a difference. Practitioner researchers bring understandings of policy and curriculum decision-making to inquiries about, for example, students’ dispositions, learning behaviours, and ways of knowing.
As well as informing professional learning, evidence-based pedagogies keep interrelationships of policy, research, and pedagogy in view. Gert Biesta (2014) reminds us that education is a political and moral practice that requires continuous critique and deliberation. Evidence-based pedagogies reflect a range of perspectives and assumptions that inform dialogue, interpretation and critique. These may include curriculum decision-makers’ and leaders’ expectations of what evidence counts, and what should be achieved in education. Evidence-based pedagogies generally ‘play out’ through a variety of approaches and teaching strategies implemented as/or within E.g. case studies, inquiry teaching and inquiry learning methodology and processes, social inquiry, action research, self-regulated learning.
This special issue welcomes practice papers, research papers, critiques, thinkpieces and reviews that focus on issues, innovations, and critiques of evidence-based pedagogy.
Please email your expressions of interest (abstracts, ideas, intentions) in the first instance to Dr Pip Hunter at firstname.lastname@example.org. All articles must be submitted via the journal website. (Authors must register with the journal prior to submitting). Articles are a maximum of 3,500 words but can be less depending on the type of submission.
Article submission due by : 01 February 2020.
Issue publication date: July 2020.