In this arts-based research study, the creative concept of a co-constructed, learner-centered, and democratic syllabus (marino, 1997; Matusov & Marjanovic-Shane, 2017; Ricci, 2012; Richmond, 2016; Shor, 1996) is creatively and critically examined through a poetic inquiry that focuses on its pedagogical significance in one of the Canadian teacher education programs. Specifically, the author aims to understand what this pedagogical significance means to her students-teacher candidates. The research question is: What does this syllabus-making experience mean to teacher candidates? The study reveals that the pedagogical significance of co-constructed syllabus is embodied in students’ changing self-perceptions as the active and critical knowledge creators, rather than the passive and immutable consumers of the provincial curriculum. Specifically, co-construction embodies diverse learning experiences, as the students struggle to understand why they have to co-construct their syllabus and what this pedagogy actually means to them. The study demonstrates that co-construction actively, enthusiastically, passionately, and energetically generates students’ engagement. Also, the co-constructed syllabus has an unstructured structure with multiple entry possibilities for learning.
Keywords: democratic teaching, learner-centered syllabus, co-construction, arts-based research
Recommended CitationShugurova, Olga. (2020). Co-constructing a learner-centered, democratic syllabus with teacher candidates: A poetic rendering of students’ meaning making experiences.. i.e.: inquiry in education: Vol. 12: Iss. 2, Article 3.
Retrieved from: https://digitalcommons.nl.edu/ie/vol12/iss2/3