Beyond the core content framework
FORUM - ISSN 0963-8253
Volume 65 Number 2 (2023)
Beyond the core content framework
Daryn Egan-Simon pages 22-29
DOI: 10.3898/forum.2023.65.2.03
Abstract
In 2019, the Department for Education introduced the core content framework (CCF) in initial education in England.1 The framework, which has been criticised for being heavily shaped by research from cognitive science, has, inadvertently, become the baseline curriculum for initial teacher education.2 This article explores how experiential learning is being used on a history PGCE course to move beyond the limitations of the CCF and offer student teachers a mode of professional learning that is foregrounded in creativity and critical reflexivity.
SORRY - you are not registered as being permitted online access to the full text of this article
You have the following options:
- If you are viewing this via an institution or academic library you can ask that your institution takes out a Subscription to this journal.
- If you already have a Personal Subscription please login below
Forgotten your username / password? Click here to locate
- Purchase an annual Personal Subscription
PRINT + DIGITAL personal subscription (£45 / year)
DIGITAL personal subscription (£35 / year)
A Personal Subscription provides immediate access not only to the single article you are seeking, but also to all past and future articles in this journal up to the expiry of your annual (calendar year) subscription. - Purchase immediate access to this single article (UK£7.00) - Buy article Coming Soon
To cite this article
Daryn Egan-Simon (2023) Beyond the core content framework, FORUM, 65(2), 22-29. https://doi.org/10.3898/forum.2023.65.2.03