Abstract:In this paper we take a credit/asset view of the breadth of knowledge and expertise that teachers have to contribute to curriculum and curriculum making from their everyday and professional experiences. We argue and illustrate the value of teachers grounding their funds of knowledge and identity in designing curriculum that connects with their students and the local context. Teacher funds of knowledge and identity are part of their personal learning ecology. Barron (2006) defines this as encompassing the ideas… Show more
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