In this work, we report the emergence of the Hands, Head and Heart framework that arose within the curriculum review for subject knowledge courses for primary school pre-service teachers in the National Institute of Education, Singapore. Through an initial grounded analysis of a survey of pre-service teachers and faculty focus group meeting data, the responses were broadly categorised into hands, head and heart domains and these formed an initial framework for discussions in the review committee meetings. By revisiting the data from the survey, an analysis through a complexity lens revealed the emergence of a characteristic nested self-similarity of the framework. Over the course of several committee meetings, further self-similarity was discovered. We conjecture that the Hands, Head and Heart framework and its self-similarity property provide a potential basis for a holistic approach to curriculum review. We used this framework to revise the learning objectives of the subject knowledge curriculum by resolving perspectives which previously seemed contradictory.

中文翻译：

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Hands, Head and Heart (3H) 课程回顾框架：涌现和嵌套现象

在这项工作中，我们报告了在新加坡国立教育学院小学职前教师学科知识课程的课程审查中出现的手、头和心框架的出现。通过对职前教师和教职员工焦点小组会议数据调查的初步基础分析，将答复大致分为手、头部和心脏领域，这些形成了审查委员会会议讨论的初步框架。通过重新审视调查数据，通过复杂性镜头的分析揭示了框架的特征嵌套自相似性的出现。在几次委员会会议的过程中，发现了进一步的自相似性。我们推测手，Head and Heart 框架及其自相似性为课程审查的整体方法提供了潜在的基础。我们使用这个框架通过解决以前似乎矛盾的观点来修改学科知识课程的学习目标。