Contribution of Curriculum Research and Development in Teacher Education

Abstract

The strong stipulation of teachers' teaching profession identities in specialized subjects makes it difficult for teachers in schools to learn beyond subjects and improve their students' academic ability. Since the significance and usefulness of research knowledge in subject pedagogy depend on the teacher who connects “subject” and “students,” it is necessary to reconstruct it in relation to teacher education. As a contribution to practices, we have to turn our attention to the development of academic language abilities that are the basis of subject learning for students. Teachers can break away from the teaching profession identity that relies on the “school subject” that hinders communication between teachers' colleagues by providing research knowledge about academic language for teachers. It can also contribute to the construction of a professional learning community that supports to collaborate teachers to develop their students' academic abilities through lessons.