From curriculum to pedagogy

Abstract

One of the most exciting days of my life was receiving my degree and finally becoming a graduate. I had achieved the credential to say I am ready to be a professional in science. Then, beginning my postgraduate studies to teach, I realised that the end of one journey became the beginning of another. Going from student to teacher led me into a world where more than half of my work was with Pam. Meeting Pam was new and exciting. I found that communicating, presenting and connecting with students from all walks of life showed me the importance of Pam. Pam helped me to see the bigger picture; the significance of being a teacher and the importance of my role in the profession. Pam showed me the connections between what I had learnt in science and what needed to be taught in a classroom. Pam helped to create the networks to improve my knowledge, understanding and skills so that it made sense to me and to my students. As Pam nurtured my development I would realise that I was changing from a student of science to a teacher of science. I was moving to the other side of the bench. With growing confidence, I took my place as a professional educator carrying my toolkit of pedagogical practices. Therefore, Pam and I walk side by side on the life journey of a professional educator. You might ask: Who is Pam? Pam is my Planning, my administratrve tasks and my meetings. I work with Pam, not for Pam. Pam represents the science of teaching and 'I' represent the art of teaching. This metaphor shows the the relationship between Pam and me as pedagogy. One cannot exist without the other. The more they understand each other the better the relationship. This chapter embraces the journey of the developrng teacher to deepen their understanding of curriculum and pedagogy within science by turning thoughts and ideas into actions within the classroom