Curriculum, Cultural Traditions and Pedagogy: Understanding the Work of Teachers in England, France and Germany.
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| Title: | Curriculum, Cultural Traditions and Pedagogy: Understanding the Work of Teachers in England, France and Germany. |
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| Language: | English |
| Authors: | Pepin, Birgit, Moon, Bob |
| Peer Reviewed: | N |
| Page Count: | 18 |
| Publication Date: | 1999 |
| Document Type: | Reports - Evaluative Speeches/Meeting Papers |
| Descriptors: | Comparative Education, Cultural Context, Curriculum Development, Curriculum Research, Elementary Secondary Education, Foreign Countries, National Curriculum, Teacher Role, Teaching Methods |
| Geographic Terms: | France, Germany, United Kingdom (England) |
| Abstract: | This paper analyzes the ways in which national cultural traditions influence the processes of curriculum and pedagogic renewal in three contrasting European countries: England, France, and Germany. The paper is concerned with the ways national school traditions permeate through to systemic features, to the curriculum, and to teachers' pedagogies in their classrooms. Drawing primarily on a recent study of mathematics teachers' work, the research findings in the paper demonstrate that national cultural traditions in England, France, and Germany are a major determinant and influence on the system of schooling in general, on national curricula, and on teachers' principles and classroom practices in schools. The paper argues that an awareness of the socio-cultural and philosophical base upon which systems have developed is a critical element in analyzing and understanding contrasting national models of curricular and pedagogic organization, and that a lack of such understanding is likely to inhibit the process of curriculum change at all levels of the system. (Contains 39 references.) (Author/BT) |
| Entry Date: | 2000 |
| Accession Number: | ED437319 |
| Database: | ERIC |
| Abstract: | This paper analyzes the ways in which national cultural traditions influence the processes of curriculum and pedagogic renewal in three contrasting European countries: England, France, and Germany. The paper is concerned with the ways national school traditions permeate through to systemic features, to the curriculum, and to teachers' pedagogies in their classrooms. Drawing primarily on a recent study of mathematics teachers' work, the research findings in the paper demonstrate that national cultural traditions in England, France, and Germany are a major determinant and influence on the system of schooling in general, on national curricula, and on teachers' principles and classroom practices in schools. The paper argues that an awareness of the socio-cultural and philosophical base upon which systems have developed is a critical element in analyzing and understanding contrasting national models of curricular and pedagogic organization, and that a lack of such understanding is likely to inhibit the process of curriculum change at all levels of the system. (Contains 39 references.) (Author/BT) |
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