Making Practice of Curriculum:Curriculum Making in Teaching and Teacher Education

Abstract

This issue spotlights research and practice on curriculum making, teaching, and teacher education. Based on lived and practical experiences in education, the authors in thisinstalment show how engaged inquiry is a form of curriculum in practice. In this manner, the authors observe intently their role as educators by inquiring and practising through a self-reflective lens and/or alongside students and colleagues. Thus, whether it be a close-up of a Kindergarten classroom where the curriculum re-shaped and re-figured through the self reflective engagement of the Kindergarten teacher or a broader focus on how college instructors effectively develop their curriculum via practical and meaningful ways for professional development, we witness in this issue how educators experience and make curriculum from their own insightful personal, and professional knowledge, rather than from top-driven policy agendas.