Role of Lecturers in Curriculum: Differences in Understanding  and 
Interpretation
M. Balla, K. Patrick, P.Ramsden, G. Dall' Alba
This paper presents findings from a study about how academics understand 
teaching in higher education. It focuses on how they interpret the 
curriculum. It is one of three connected papers which considers the role of 
the lecturer in interpreting the curriculum.
The paper examines profiles of lecturers of accountancy, all of whom teach 
to the same curriculum.   It describes differences between lecturers in the 
way the subject is defined and how students are brought into relation with 
the subject matter.  
The results suggest that lecturers emphasise different aspects of 
accountancy in their classes -  the same topic may be presented as an 
exercise of judgement in the application of principle, or as a process of 
becoming familiar with increasingly complex calculations.  These 
differences embody different conceptions of accountancy as a discipline. 
This paper considers the way in which lecturers in higher education think 
about the subject they are teaching and how they bring their students into 
relation with it, which forms what is to be learnt.  How this is done is 
not limited to the process of presentation but considers the content 
offered to students in the framework of the discipline as seen by the 
lecturer.
Lecturers in tertiary institutions are regarded as experts equipped to 
teach in their field of study.  Quite often it is the lecturer who decides 
the content of the curriculum.  What the lecturer chooses to teach and to 
offer students to learn is important because it is offering a concept of 
what the discipline is about in a framework of the lecturer's understanding 
of the practice.
Different lecturers have different conceptualisations of the curriculum 
they are teaching and as a result the subject matter that is offered to 
students differs.   The idea that there are several schools of thought is 
not new and should be what universities are all about. In fact if we did 
not have these differences we would see the product of our teaching remain 
stagnant.  An illustration of this is what has happened in anatomy at most 
traditional medical schools.  For decades anatomy has been taught as a 
series of individual segments seemingly unconnected to a whole.  The text 
books support this view as do examinations. It invites an atomistic not 
wholistic approach to learning (Saljo, 1984). The subject is structured and 
interpreted in a way that promotes a view that the discipline deals with 
the body as a number of discrete units (Balla and Ramsden, in preparation).  
This way of teaching predominates with few exceptions (Eisenberg, 1991). 
Yet when students reach the clinical years they have to turn this atomistic 
view of the discipline into a wholistic understanding in order to carry out 
what the discipline requires of them. 
The idea that the development of the curriculum extends into the classroom 
(Patrick, 1992) is important in the examination of the differences in what 
is offered to students to learn. In the case of anatomy, for some purposes 
an atomistic view of the body may be appropriate but on refelction it will 
not always be what lecturers want to their students to learn. 
In our study these differences become visible through looking at the 
interplay between the task of the profession as understood by the lecturer 
and the task of the student as indicated by what the lecturer is asking the 
student to understand.  In making these differences visible, issues can be 
raised about the purposes of the course and what it is that the lecturer is 
trying to achieve.

The Study
Three lecturers in first year accounting courses at three different 
institutions of higher education were involved in the study. All were 
teaching Business Finance. The focus of the study was the topic Long Term 
Project Evaluation.  This topic considered five different methods for 
evaluating business opportunities to decide whether or not the opportunity 
should be taken up.  The methods ranged from simplistic to more complex.   
The more complex methods involved the concept of time value of money 
concerning adjustments made to the value of future inflows relative to the 
value of the dollar in todayÕs terms.

Each lecturer was interviewed and observed delivering the lecture on Long 
Term Project Evaluation.  The interview questions focused on the topic 
which was being taught. We wanted to find out what the lecturer was going 
to do in the classroom and why, what the lecturer wanted the students to 
understand and what might obstruct this.  In the lecture we were looking 
for the way in which the topic was represented and how students were 
brought into relation with the content.  The combined information gave us a 
picture of how the lecturer saw the discipline of accounting and how this 
view was embodied in the classroom practice. The result for the students 
was what they were being offered as the curriculum.
The following are profiles of the lecturers, illustrating how each saw 
their subject and how this was manifested in what they asked students to 
do. The extracts are from the interview (IV) or the lecture (LECT).

BA:    Competence in the application of techniques
BA had been teaching this subject for six years. He gave a two hour lecture 
and a one hour tutorial each week.  The lecture size was 140 to 160 
students with approximately half from South East Asia. They were studying 
to be accountants. The manner in which he presented the lecture was largely 
by dictating notes to the class.  He illustrated the evaluation methods on 
overheads using different scenarios of business propositions for each of 
the five methods.  He read the lecture from his notes and his delivery was 
slow enough for students to take notes verbatim. There was little 
interaction with students. 
     Accounting is just information. Communicating information. If you look 
at a     company's balance sheet and profit and loss statement and 
calculate a whole heap     of ratios and look at those that fail and those 
that donÕt you find that certain     variables predict 90% of companies 
failure. How well that certain measure  communicates the correct 
presentation of the companies position.  There isn't any    uniform law or 
procedures for accounting so they approach things in different   ways. ItÕs 
not right or wrong itÕs different. (IV)


BAÕs description of the practice of accounting embraces elements of 
decision making; making choices between alternatives, the predictive value 
of measures, value judgement  (Tversky and Kahneman,  1974).  In what way 
does this differ from the picture that is presented to BAÕs students in the 
classsroom about the discipline of accounting and how does this fit into 
our interest in the delivery of the curriculum?
     
The proposition that we are considering here is that BA presents to his 
students a different view of accounting and that this is done through the 
way he frames the subject matter in his lecture.  This suggests that the 
discipline of accounting exists as sets of procedures which are 
qualitatively better or worse than each other. The task of the practitioner 
is to be equipped with sets of procedures and be able to use them.  
For BA this topic is about the techniques used to evaluate business 
projects.  The most important issue for him is to know the techniques. He 
places this knowledge into a framework of being able to perform to an 
acceptable standard.
     Where they (students) can take a simple case or scenario of 2 pieces 
of equipment and     where they can work out using different methods which 
oneÕs going to provide the     best benefit the greatest net cash flow and 
using different techniques like non      discounting and discounting 
techniques.   I shall be covering the basics and    bringing them all up to 
an acceptable standard. (IV)
His task in teaching students this knowledge is to present them with 
subject matter  Ō that should be driven by theory and the academic's role 
is to promote this.Õ  The academic role takes on significance for him in 
this process.
     
     We are a univeristy and therefore prompting students to think. (IV)
     If you try and make a subject too real world you'll be classed as 
being non academic.  What we are  filling up the time with is the basics, 
the academic side of things.  IÕm covering the theory. (IV)

The important exercise for him is to hand over to them his knowledge about 
the techniques so they can reach an acceptable standard.  The 
responsibility lies with him to bestow on them this knowledge.
     I shall be covering the basics ...  So I shall cover (the techniques)  
I'll later look at      other techniques. I'll be going through ....  you 
have to present it as concisely and clearly as    you can. (IV)
The approach taken to teaching the subject matter is of presenting 
information (Martin & Balla, 1990) and is promoted through a well ordered, 
structured process. He chooses to dictate his lectures because ŌWe are 
really constrained to the typical lecture note taking type of lecture.Õ His 
main task is to cover all the necessary information so they will have 
received a clear picture. It is his responsibility to make a cogent and 
audible presentation of the subject matter.
The content as taught concerned classification and definitions of the 
evaluation methods. The methods were described and the requisite 
calculations performed while students copied his workings from the 
overhead.  The advantages and disadvantages of each  were listed. 


     (LECT)  Broadly what you can do is classify the methods that can be 
used in     evaluation investment proposals in 2 types.
     1. Non discounting techniques
     2. Discounting techniques.
     What I will do first is to see how you calculate these and then to see 
their    advantages and disadvantages. Then look at investment when they 
are of different     durations.
In his interview BA describes the discipline of accounting as using 
judgement. What he is offering students to learn and expecting from them, 
is in contrast to this. But it is not this difference that we are 
considering here. Our interest concerns what he is presenting to them to 
learn.  
Students may well leave the classroom thinking that there is only one 
suitable technique to use. This is reinforced by representing the 
techniques as having qualitative differences based on better or worse.   To 
understand the judgement to be made is not apparent.  The way he uses the 
examples in the classroom places them in the position of students learning 
the rules and techniques of the profession. This is what the discipline of 
accounting is about. What it appears he wants them to take away is 
competence in the application of techniques.
     How to apply the different techniques and what are the pitfalls in 
using the techniques. Why would  you use one way of evaluating an 
investment over another way. If they come away with      understanding the 
advantages and disadvantages of the different techniques and how to     
apply those techniques that's basically all they need to know. (IV)
The task for these students is to know the meaning of the time value of 
money and understand the concept through comparison of the techniques.  
While he is taking them through the relevant exercises he is placing them 
into the role of students being exposed to a technical procedure. They may 
well focus on ŌThis is what you have to remember.Õ So while he describes a 
picture that students  'understand that there are several ways to tackle a 
problem and that it is a case of judgement as to which way you choose' the 
subject matter as presented invites them to see it as the opposite.
     (LECT)     Net Present Value technique.  This requires you to discount 
expected cash flows and      subtract the initial cost of the project.
     The criteria for acceptance of projects should be that you accept all 
projects with non negative net     present values.
     We can illustrate that the npv is (on overhead)
     npv = f   -    F    ( f  = cash flows at the end of each period)
               (r = required rate of return)
               (F = cost of project)
     eg. Cost of project = 100
     Cash flow at end of year    1  =  120
     Discount rate   10%
     npv   =  120   -100
          = 109.09  - 100
          = 9.09



     This is a positive npv therefore the project is acceptable
     Discount rate   r  should be the rate of return that could be earned 
on an investment in the capital     market with equivalent characteristics 
of risk and tax status.
     What is important is how to calculate the discount rates.
     When cash flows occur over a number of periods each period of cash 
flow will be discounted back to  the present. Important to note that 
projects that have positive npv will add to the value of the firm.  

The exercise is not really problematic either for the students or him.
     
     They're pretty bright. I really don't think there is a lot that they 
donÕt understand. (IV)
     I've been teaching this subject for 6 years and thier exam results 
have been pretty  consisitent about 85% pass. (IV)
     The content is easy. I understand it. In terms of preparation you 
don't need to do a great deal of  upgrading. (IV)
BA focusses on teaching the techniques of accounting practice to students. 
This is the purpose of his course. In doing this what he wants them to 
achieve is an acceptable standard for students doing his course.

AL:   The ability to critcally analyse
AL was new to teaching this subject.  In the lecture were 130 students 
studying accounting practice for business managers. Her course was a weekly 
one hour lecture and one hour tutorial.  She delivered a largely didactic 
lecture with little interaction with students. The lecture was well 
planned, clear and delivered with illustrations and anecdotes relating the 
topic to examples from her own business experiences. Students were given 
handouts of the overheads used, an outline of the lecture and the scenario 
used in the example.
The rhetoric of accounting practice does not clearly reveal the underlying 
aims or outcomes of the procedures accountants adopt. This view of 
accounting held by AL is the basis for the curriculum that she presents to 
the students. It is not that she sees it as a dishonest profession but 
rather one that will opt for the easiest most convenient approach. The task 
of the profession as she sees it should be to present their procedures in a 
more accessible way to their clients. 
     When the accountant says that won't work to be able to say why won't 
it and when the accountant     says you won't get your return over a few 
years you say well wait a minute what method have you     used and they 
(students) will know that there are a range of possibilities even if they 
don't know  them off by heart, they are attuned to the possibility that 
this can be evaluated in a variety of ways   and that they know that there 
is a source that they can go to to know what the various concepts are      
so they can make a judgement. Know that most people use the naive ones 
because they are easiest.    Not to let the accountant get away with his 
own arrangement and to know what the weaknesses are     and the 
alternatives. (IV)
What is her practice; what does she see as her task in teaching them to 
develop this ability?
AL described her task as  Ō really trying to give them the ability.Õ She 
sees a difficulty for them in understanding the topic as  Ōthey feel lost 
when there are so many numbers and formulas.Õ It is her main task then to 
lead them from the unknown to a position where they can perfom 
appropriately. It is her responsibility to guide them from the simple to 
the more complex.
     
     I start off with demonstrating that they are simple concepts. Then I 
introduce the problem of the   time value of money ....... I'll quickly 
demonstrate you can do an adjustment ...... Having done that    I'll  then 
use that idea to lead on to the other 3 methods.  For that reason I make 
copies of the   worked overhead available to them so they can sit there and 
follow through the numbers as I    demonstrate. (IV)
At the same time she wants to develop their ability to be critical of what 
is presented to them in the business world.

     The capacity for knowledge, to be critical or to be able to be 
critical.I don't believe that we are      giving these people the 
procedure,    but to be critical,  to be educated as to what is being  
presented. (IV)
She sets about this when teaching her curriculum, by focussing on why 
critical analysis of the methods of evaluation of a business proposition 
are necessary. She places the students
directly into relationship with their role as business managers.
     
     (LECT)    Different accountants can give different advice even when 
dealing with the same situation.     It's important to understand what tool 
is being used and what that tool measures and what it doesn't     measure, 
so you can understand what the information provided to you is really 
telling you.
She sees that their responsibility is to think about the underlying meaning 
and how it relates to them. 
     
     The only way they can take it in is going through each of those 
methods when they go away and  coming to own the strengths and weaknesses 
that I put to them. Thinking their way through the  relationships. (IV)
In her teaching she is systematic in giving students a way of being 
critical. They are required to know the meaning of the time value of money 
and the differences between the evaluation methods. In the following 
extract she describes the net present value method using an example which 
draws on the language of the business manager such as profits, costs and 
cash flows.
     (LECT)In evaluating a long term project we need to take into account 
this time value of money  which is affected by the possibility of 
reinvesting your money now and also by the probablity of    inflation 
causing future $'s not to be worth as much as they are today. To do that it 
is possible to     use tools like the NPV tables, on back of sheets handed 
out. (explains how to use tables) 
     We use the npv method. (students refer to example of business 
opportunity on handout) 
     This year we are going to have to make a cash outflow of $34000. That 
is going to cost us in terms  of 1991 $'s $34000. We are saying that in 
year 1 we will receive $10000 worth of cash, year 2 the   same and so on, 
to year 5 and additional $4000 from the sale of the machine at its residual 
value.  What we are able to do is work out the net cash flows in each of 
those years, ... we are able to use     the npv tables to determine the 
amount by which these future cash flows will be devalued or    discounted 
at the required rate of return of this firm, 12%. ....
     Therefore it is possible to extend that to show that the $10000 
received next year will be worth    8928      of todays $'s and so on. 
     In this case the inflow, the value in todays $'s  of all of the 
inflows of this machine will be greater  than the outflow which suggests 
that the machine will make a contribution to the firm and therefore      we 
should proceed.  ... In this case we are going to receive more from the 
machine in comparable    $'s than we are going to pay on it.
It is not just that she compares the different methods to show the 
different results, what is important is that she does it through 
continually making it relevant to their role as managers. What she offers 
to them to learn is the idea of being critical  and she provides the 
essential knowledge in order to do this. As business managers this would be 
so they can increase their understanding of their own business. There is an 
implicit warning 'look what can happen if you donÕt understand.' She wants 
students to take away from the classroom a reason why they should be 
critical of the processes used and the skills with which to do it. 
The exercise for her is not without its difficulties.
      Problems present in different ways in business and the student may 
not recognise on first reading  that  this is the sort of problem we are 
talking about. (IV)
She sees that students may have a problem with moving from the general to 
the specific recognising what distinguishes between problems or even that a 
distinction exists. She has not  addressed this in her teaching but the 
corollary that problems in business require different ways of handling 

depending on the outcome desired has been contained in her hidden agenda.
AL focusses on teaching the ability to be critical  The purpose of this is 
so that students can be effective in their roles as business managers.

CT:  Decision making in uncertainty
CT had been teaching this subject for five years. He had designed a course 
that had a one hour lecture, a tutorial and a two hour demonstration each 
week.  The lecture was observed for our study.  The class size was 
approximately 300 and more than half the class were Asian. Students were 
studying to be accountants or business managers.  
His presentation was clear and he spoke to the points outlined on the 
overheads.  Students were given a comprehensive outline of the course and 
topic, readings and references.   The overheads used in the lecture were 
available on reserve in the library and students were expected to come to 
the lecture having read relevant texts and with a copy of the overheads.
CTÕs view of the discipline of accounting is clearly identified in what he 
offers the students to study.  Accounting is variations on a theme. The 
theme is that problems run to a pattern and the variation in the pattern is 
due to differences in the importance placed on contributing variables. 
Accountants have to employ judgement in selecting the method to fit the 
desired outcome and taking the variables into account.  The task of the 
profession is to use decision making and judgement in the application of 
the available procedures to produce results.     
     ItÕs not a subject where you can teach them how to handle every 
situation that might arise but really    trying to give them a way of 
thinkinhg about things so that when they get in the work force and are      
confronted with some situation they can say well how can I analyse that or 
what do I have to look   for rather than saying that this fits into this 
category here so that IÕll use technique no. 10 type of  thing. There are 
new developments all the time,  off the shelf techniques that you can add 
to sort  them out. But you can go back to the underlying framework and 
recognise what you are dealing   with. (IV)
He has given considerable attention to the question of his task in teaching 
them to understand this role of decision making. His main aim is to 
encourage them to take responsibility but he guides them to do this. His 
expressed aim is that they direct their own learning. In effect he is 
handing the decision of how much effort to put into study to the students. 
He is quite specific about the framework in which to work and the 
supporting material he provides is comprehensive. At the same time he 
encourages them to take responsibility and show initiative in the task. He 
sees a difficulty for them in grasping this way of learning but what he 
wants them to focus on in class is the content of what he says rather than 
copying the overheads of which they should have a copy. His reason for this 
is that it is the clarification and elaboration of how and why the 
procedures are adopted in reality which is the important information to 
grasp. This is not found in text books. What he is doing is clearly not 
just thinking about the content of the subject matter but consciously 
thinking about the way that subject matter should be taught.  It is his 
responsibility to bring the students into a relationship with the subject 
so they will be able to practice accountancy in a framework of decision 
making. He gives themstrategies in order to do this.   
     What IÕve tried to do, and I revise it often, is to make it more 
coherent, with the structure of the     foundations, the techniques and 
then the theoretical bit. To try and demistify it a bit. (IV)
     With any financial problem you should be visualising not just the 
words on the paper but  seeing in your minds a time line with cash flows on 
them. IÕm giving them a sort of a means of      analysis.(IV)
Their responsibility is to come to the class well prepared and ready to 
raise issues.  The role of the lecture Ōis to identify and explore issues 
     
For CT teaching his curriculum focusses on the role of decision making in 
evaluating projects.  He places this role into a framework an accountant 
maximising the market value of the firm.  In the lecture his description of 
what the methods of evaluation can do and how they can be manipulated 
brings the students directly into relationship with their role as decision 
makers.

     (LECT)   So what we are looking at now is the investment decision 
area.  We are also basically      dealing with the world of uncertainty, we 
have got to assume that the cash flows of the forecast are     going to 
occur and making adjustments for possible variations we have at this stage.
     (LECT)  So the general rule of the decision making process involves 
those steps there, the projects      will be generated from some part of 
the companyÕs operating  areas, you will need to know once the  project is 
defined where the cash flows are and undertake some evaluation of those 
cash flows.  Then     you need some technique which will help you solve if 
that part of the project should go ahead or not     and then there will be 
the monitor which takes place after that.  
In his teaching he provides the underlying concepts which they use as a 
framework.   They are required to know the relevance of time value of money 
in a framework of the relationship that exists between cash, time and risk.
     


     (LECT) There is no point having a business showing profit if there is 
no cash coming in because     you  can't pay your bills and wages with 
profits you have to pay them with cash. 
     Whether there is some adjustment to the time value and how you treat 
money received at the start of      the year is the same as money at the 
end of the year ...  a dollar today is not the same as a dollar in  a years 
time. And not all cash flows are certain. There is a certain risk 
associated with some you can   be pretty sure and others you are much more 
uncertain about. You have to allow for that.
          
The lecturer demonstrated differences between the methods of evaluation 
focussing on the decisions to be made to maximise a company's profit.  In 
this way what he offers to them to learn is the idea of responsibility in 
decision making and that they will be equipped to take this role. 
     (LECT)    So you want to identify a technique which is going to help 
us select which project should      be undertaken and the criteria we want 
to build into there is that the projects selected are going to be      
those which maximize the market value of the firm.  So you have got that 
underlying goal there for  finding the techniques.  So you want to be able 
to evaluate individual projects on their own, we    want to be able to 
select from competing projects as well.  

He places them in the position of accountants whose job it is to know the 
impact of cash, time and risk on maximising the value of the firm. The 
implicit message is 'look what I can do when I understand.'  He wants them 
to take away from the classroom an understanding of the power of their 
decision making role in determining a financial outcome.
     
The following is how he describes net present value to the students.
     
     (LECT) It is the present value net of the outlay required to generate 
the income stream if you like.     The receipts in that simple example,$100 
take out the outlay $60 and you will have a net present    value of $40.  
It is telling you that in today's dollars as a result of undertaking the 
project you are  getting back more in today's dollars than in your outlay 
in todays dollars, and that should make you     better off.  If the project 
has got a negative net present value it means what you are getting back in   
today's terms is going to be less than what you are outlaying to generate 
that return.  So in other      words you are basically throwing money way, 
you are losing money
     (LECT)    So here using the same figures as we did before, so the 
previous value of the net cash         flows is $20,547.  The outlay 
required to generate that is $18,000 so it has got a net present value     
of $2,547.  In other words if you outlayed $18,000 today you would get back 
$20,547  so your   $2,547 better off in todays terms as a result of 
undertaking that project.  Your wealth in today's  terms has increased 
because you've undertaking that project.
     Then of course this meets the overall goal of shareholder wealth and 
maximization. The decision     criteria here is that you accept projects 
that have NPV greater than or equal to zero.  
CT sees that he has a problem with some aspects of his teaching. Lack of 
preparation on the part of students means that they focus on the content of 
the overheads rather than the issues that are raised relative to their 
content.  
     I use overheads and put them on reserve so they wonÕt copy them down.  
I donÕt really like using    overheads that much I find they get to 
distracted copying it all down. (IV)
     (LECT) I wouldn't try and copy everything down that appears on the 
overheads.  They are copy   photo-reduced so all the overheads appear on 
about four or five pages on reserve if you want to copy     those.
The lecturer has difficulty actually engaging students in the task of 
applying the concepts in a decision making framework. He recognises this 
and is unsure how to get to that final point although in the demonstration 
lecture he is attempting it. 
CT focusses on the decisions made and their influence on outcomes. His 

purpose in doing this is for students to understand their function as 
accountants.

DISCUSSION
The messages to students about what it is they are being offered to learn 
is not just contained in the lecture notes or text books or course outline. 
It is the hidden agenda contained in what the lecturer presents as the 
subject matter, how the lecturer explains it, and the way the students are 
brought into relationship with what is to be taught. 
The three lecturers studied here each describe the discipline as being more 
than the application of technical skills.   Yet a difference exists in what 
is eventually presented to students. The students in BAÕs lecture are being 
asked to study a list of rules and sets of procedures that make up methods 
of evaluating projects. The framework in which this is done is that of a 
lecturer giving his knowledge to a class of students. In a sense the way of 
teaching this subject is taken for granted. The picture the students will 
end up getting is that the discipline itself is made up of a set of rules 
and procedures which are qualitatively different. How to do these 
procedures is what needs to be learnt, not why. His concern lies with the 
application of the technique rather than analysis of the method. 
For the second lecturer, AL, it is not the application that she focusses on 
but developing awareness that evaluation methods may be used which will not 
be appropriate for the desired outcome. These are not necessarily wrong, 
but appropriate or inappropriate for the goal. Students are being offered 
the idea that they can challenge their use in reality.  She brings them 
into relationship with the subject matter in their capacity as business 
managers. In this way she addresses what is to be taught through the 
actions of her teaching. What they are being asked to understand is the 
relationship between that role, their knowledge of the procedures available 
and how the accountant operates in practice. 
CT on the other hand focusses on the role of decision making by 
highlighting the responsibility held by the accountant in maximising 
profit. The evaluation methods demonstrate that different outcomes can be 
created depending on the abilty of the accountant to understand the 
function of the accounting variables. To do this he teaches in a way that 
actively brings them into the role of accountants, applying the principles 
of decision making to their everyday life.
CONCLUSION
Our focus in this study is to expose the curriculum that is being offered 
to students to learn. This is not necessarily made explicit in course 
outlines and constitutes a hidden agenda. We have looked at this in a way 
which reveals differences in what is presented to students between 
lecturers teaching to the same course outline. In making these differences 
visible issues can be raised about the purposes of the course and what it 
is that the lecturer is trying to achieve.
In the field of curriculum development this importance is clearly 
acknowledged.  It is easy to recognise the content of courses as seen in 
the course outline but an assumption cannot be made from this alone about 
what is being taught.  The lecturer must understand what the content as 
delivered is actually teaching. To do this it is first necessary for the 
lecturer to reflect on their view of the discipline before addressing 
issues of the curriculum to find a fit between what it is that is assumed 
to be taught and what is actually taught.
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€ Teachers and Curriculum at Year 12: Constructing an Object of Study