Fostering competence: a narrative case study of developing a two-dimensional curriculum in Denmark
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Fostering competence : a narrative case study of developing a two-dimensional curriculum in Denmark. / Højgaard, Tomas; Sølberg, Jan.
In: Journal of Curriculum Studies, Vol. 55, No. 2, 2023, p. 223-250.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Fostering competence
T2 - a narrative case study of developing a two-dimensional curriculum in Denmark
AU - Højgaard, Tomas
AU - Sølberg, Jan
N1 - Publisher Copyright: © 2023 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023
Y1 - 2023
N2 - This article examines curricular development within compulsory science and mathematics education (grades k-9) in Denmark during a 20-year transition towards competency-oriented curricula. The article contains two main parts. In the first part, we describe the Danish case, emphasizing how international and national trends at the turn of the millennium led to the development of competency-oriented curricula based on a two-dimensional framework. In this framework, subject goals are separated into competency and subject matter goals. In the second part, we explore teachers’ perspectives on potentials and challenges when implementing competency-oriented teaching. Teachers found the two-dimensional framework useful when translating curricula into teaching practice. This analysis also identified four key aspects that support teachers’ work within this framework: Maintaining two-dimensionality, coherent competency goals, goals that are both purposeful and teachable, and a feasible content structure. We conclude the article by proposing a model that combines these four aspects and by suggesting possible avenues for future research and developmental processes.
AB - This article examines curricular development within compulsory science and mathematics education (grades k-9) in Denmark during a 20-year transition towards competency-oriented curricula. The article contains two main parts. In the first part, we describe the Danish case, emphasizing how international and national trends at the turn of the millennium led to the development of competency-oriented curricula based on a two-dimensional framework. In this framework, subject goals are separated into competency and subject matter goals. In the second part, we explore teachers’ perspectives on potentials and challenges when implementing competency-oriented teaching. Teachers found the two-dimensional framework useful when translating curricula into teaching practice. This analysis also identified four key aspects that support teachers’ work within this framework: Maintaining two-dimensionality, coherent competency goals, goals that are both purposeful and teachable, and a feasible content structure. We conclude the article by proposing a model that combines these four aspects and by suggesting possible avenues for future research and developmental processes.
KW - Competency goals
KW - Danish case
KW - Mastery ambitions
KW - Teachers’ perspectives
KW - Two-dimensional content
U2 - 10.1080/00220272.2023.2196570
DO - 10.1080/00220272.2023.2196570
M3 - Journal article
AN - SCOPUS:85151637208
VL - 55
SP - 223
EP - 250
JO - Journal of Curriculum Studies
JF - Journal of Curriculum Studies
SN - 0022-0272
IS - 2
ER -
ID: 346061033