Knowledge and Beliefs Underlying Curricular Expertise

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Abstract
Curricular expertise is reflected in teachers' abilities to select and convey content appropriate to the learner within a particular contextual setting and situation. Teachers' knowledge and beliefs are instrumental in the curriculum decision-making process. Knowledge is often defined as factual information that has been agreed upon by scholars within a discipline. Beliefs are more personal and experiential in origin and appear to influence what and how knowledge will be used. Beliefs may also play a part in knowledge disavowal. Disavowal occurs when individuals choose to reject information that might otherwise change current practice. The acceptance or rejection of new knowledge is instrumental in curriculum innovation and in the enhancement of student learning in physical education.

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