Abstract
Teachers are expected to frequently collaborate within teacher communities in
schools. This requires teacher education to prepare student teachers by developing
the necessary community competence. The present study empirically investigates
the extent to which teacher education programmes pay attention to and
aim to stimulate the development of community competence in the intended curriculum, the implemented curriculum and the attained curriculum. Various types
of data are gathered and analysed in respect of these three curriculum representations.
It appears that community competence is weakly conceptualised in the
intended curriculum. In the implemented, and especially the attained curriculum,
this results in no systematic and explicit practice in terms of the development of
community competence.
Original language | English |
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Pages (from-to) | 346-363 |
Number of pages | 18 |
Journal | European Journal of Teacher Education |
Volume | 36 |
Issue number | 3 |
DOIs | |
Publication status | Published - 2013 |