This paper illustrates the use of curriculum mapping as a process that can support productive boundary encounters between lecturers in an initial teacher education (ITE) programme as part of curriculum review. Using mathematics as the context, lecturers in a 1-year primary graduate ITE programme developed a curriculum map to identify the mathematical thinking opportunities available to their pre-service teachers in their courses and across the programme. The coordinated approach to curriculum analysis/mapping expanded lecturers’ definition of mathematical skills and reasoning and their awareness of opportunities their students had to engage with mathematical ideas. The mapping process included collaborative discussions, document analysis and iterative development of a curriculum map. In an overcrowded curriculum, which responds to government policies and university initiatives such as embedding critical literacy, mathematical foundations and cross-disciplinary study, the mapping process has potential to meet multiple demands and agendas. In our study, the mapping process and the map offered purposeful and productive grounds for learning and development. They were central to facilitating dialogic boundary encounters between programme lecturers resulting in the re-conceptualisation of course and programme curriculum boundaries. We expect study findings will be of interest to programme leaders, lecturers and researchers facing the challenge of identifying and supporting the development of competencies and multi-literacies that span courses and programmes.

本文说明了课程映射作为一个过程的使用，该过程可以支持作为课程审查一部分的初始教师教育 (ITE) 计划中讲师之间的富有成效的边界相遇。以数学为背景，一年制初级 ITE 研究生课程的讲师开发了一个课程图，以确定他们的职前教师在课程中和整个课程中可用的数学思考机会。课程分析/映射的协调方法扩展了讲师对数学技能和推理的定义以及他们对学生必须参与数学思想的机会的认识。映射过程包括协作讨论、文件分析和课程图的迭代开发。在人满为患的课程中，为响应政府政策和大学倡议，例如嵌入批判性素养、数学基础和跨学科研究，绘图过程有可能满足多种需求和议程。在我们的研究中，绘图过程和地图为学习和发展提供了有目的和富有成效的基础。它们是促进课程讲师之间对话边界相遇的核心，导致课程和课程课程边界的重新概念化。我们希望研究结果对项目负责人、讲师和研究人员感兴趣，他们面临着识别和支持跨越课程和项目的能力和多文化发展的挑战。数学基础和跨学科研究，映射过程有可能满足多种需求和议程。在我们的研究中，绘图过程和地图为学习和发展提供了有目的和富有成效的基础。它们对于促进课程讲师之间的对话边界相遇至关重要，从而导致课程和课程课程边界的重新概念化。我们希望研究结果对项目负责人、讲师和研究人员感兴趣，他们面临着识别和支持跨越课程和项目的能力和多文化发展的挑战。数学基础和跨学科研究，映射过程有可能满足多种需求和议程。在我们的研究中，绘图过程和地图为学习和发展提供了有目的和富有成效的基础。它们是促进课程讲师之间对话边界相遇的核心，导致课程和课程课程边界的重新概念化。我们希望研究结果对项目负责人、讲师和研究人员感兴趣，他们面临着识别和支持跨越课程和项目的能力和多文化发展的挑战。它们是促进课程讲师之间对话边界相遇的核心，导致课程和课程课程边界的重新概念化。我们希望研究结果对项目负责人、讲师和研究人员感兴趣，他们面临着识别和支持跨越课程和项目的能力和多文化发展的挑战。它们是促进课程讲师之间对话边界相遇的核心，导致课程和课程课程边界的重新概念化。我们希望研究结果对项目负责人、讲师和研究人员感兴趣，他们面临着识别和支持跨越课程和项目的能力和多文化发展的挑战。