1. Challenges to Understanding Curriculum Development: Lessons from a Pedagogy Class with Arts Pre-Service Student-Teachers

1. Anderson, J. R., Greeno, J. G., Reder, L. M., & Simon, H. E. (2000). Perspectives on learning, thinking and activity. Educational Researcher, 29(4), 11–1310.3102/0013189X029004011Search in Google Scholar

2. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–1510.3102/0013189X033008003Search in Google Scholar

3. Borko, H., & Putnam, R. (1997). Learning to teach. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 673–708). New York, NY: MacmillanSearch in Google Scholar

4. Collins, S., & Clarke, A. (2008). Activity frames and complexity thinking: Honouring both public and personal agendas in an emergent curriculum. Teaching and Teacher Education, 24, 1003–101410.1016/j.tate.2007.11.002Search in Google Scholar

5. Davis, B., & Sumara, D. (2006). Complexity and education: Inquiries into learning, teaching and research. London, UK: Lawrence ErlbaumSearch in Google Scholar

6. Day, C. (1999). Developing teachers: The challenges of lifelong learning. London, UK: FalmerSearch in Google Scholar

7. Doll, W. E. J. (1993). A post-modern perspective on curriculum. New York, NY: Teachers College PressSearch in Google Scholar

8. Hanushek, E. A. (2005). Economic outcomes and school quality: Education policy series. Paris, France: International Institute for Educational Planning and International Academy of EducationSearch in Google Scholar

9. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press10.1017/CBO9780511815355Search in Google Scholar

10. Opfer, V.D., Pedder, D. (2011). Conceptualizing Teacher Professional Learning, Review of Educational Research, 81: 3, 376–40710.3102/0034654311413609Search in Google Scholar

11. Timperley, H., & Alton-Lee, A. (2008). Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners. Review of Research in Education, 32, 328–36910.3102/0091732X07308968Search in Google Scholar