THE VOICE OF CURRICULUM DEVELOPERS IN TEACHER GUIDES

By combining linguistic analysis with metaphors for mediating between a body of knowledge and teaching practice, we exemplify curriculum developers’ voices in teacher guides. We discuss two types of voices, that of the Expert, who talks through the teacher and restricts the pedagogical agency of the...

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Bibliographic Details
Published in:For the learning of mathematics 2017-07, Vol.37 (2), p.35-39
Main Authors: AHL, LINDA, KOLJONEN, TUULA, HELENIUS, OLA
Format: Article
Language:English
Subjects:
Curriculum Development
Figurative Language
Mathematical Linguistics
Mathematics Instruction
Teaching Guides
Teaching Methods
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Summary:By combining linguistic analysis with metaphors for mediating between a body of knowledge and teaching practice, we exemplify curriculum developers’ voices in teacher guides. We discuss two types of voices, that of the Expert, who talks through the teacher and restricts the pedagogical agency of the teacher, and that of the Philosopher, who speaks to the teacher and affords the teacher agency in relation to pedagogical ideas and practices discussed in the teacher guide. An unexpected example of Expert voice was also found, where the developer talked past the teacher, leaving the teacher external to the teaching situation.
ISSN:0228-0671