Curriculum making as social practice: complex webs of enactment

Priestley, Mark; Philippou, Stavroula

doi:10.1080/09585176.2018.1451096

Cited by 71 publications

(47 citation statements)

References 18 publications

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“…Fodd bynnag, mae dulliau diweddar o ddiwygio cwricwla mewn gwahanol wledydd yn dangos cydnabyddiaeth i’r angen i athrawon gael mwy o ryddid i ddatblygu dulliau addysgegol (Priestley et al , 2015). Gall rhyddid o’r fath fod yn heriol, gan fod continwwm o ran y graddau y mae athrawon yn gallu cyfryngu, trosi a gweithredu cwricwlwm (Priestley a Philippou, 2018). Mae ysgolion yn sefydliadau cymdeithasol, cymhleth sy’n rhan o systemau cymhleth ehangach.…”

Section: Cyflwyniadunclassified

“…O’Sullivan, 2002). Os na ystyrir sut bydd athrawon yn deall syniadau newydd mewn polisi cwricwlwm, a’r rheini’n aml yn syniadau cymhleth, yna bydd hynny’n cyfyngu’n aml ar y gallu i ddiwygio’r cwricwlwm yn llwyddiannus (Priestley a Philippou, 2018). Mae llenyddiaeth ym maes newid cwricwla yn disgrifio sut mae athrawon yn addasu deunyddiau cwricwlwm, ac yn eu mireinio, wrth eu gweithredu (e.e.…”

Section: Cyflwyniadunclassified

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Tensiynau yn y broses bresennol o ddiwygio’r cwricwlwm a datblygu ymreolaeth broffesiynol athrawon

Hughes

Lewis

2020

The Curriculum Journal

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Mae’r broses bresennol o ddiwygio’r cwricwlwm yng Nghymru yn cynnig cyfle i athrawon gael mwy o ryddid i ddatblygu dulliau addysgegol sy’n cwrdd ag anghenion eu disgyblion. Mae’r adroddiad Dyfodol Llwyddiannus yn argymell y dylai athrawon gael mwy o ymreolaeth wrth ddewis sut i ddarparu’r cwricwlwm, a sicrhau bod hynny’n cael ei wneud mewn ffordd sy’n ystyrlon a pherthnasol i’w disgyblion. Fodd bynnag, weithiau gall fod yn anodd cryfhau galluedd athrawon mewn perthynas ag addysgeg o ganlyniad, er enghraifft, i broblemau a welir mewn perthynas â llwyth gwaith ac atebolrwydd. Mae nifer o atebion parod ar gael i heriau a wynebir wrth ddiwygio’r cwricwlwm ac, mewn llawer achos, mae ysgolion yn ymateb i heriau o’r fath drwy ddefnyddio dulliau parod neu bwrpasol. Mae’r papur hwn yn edrych ar natur y tensiynau rhwng yr ymdrech i gryfhau cyfraniadau proffesiynol at ddiwygio’r cwricwlwm, ac i gynyddu ymreolaeth athrawon, a’r arferion proffesiynol presennol. Yn benodol, i ddangos enghraifft o’r tensiynau, mae’r papur yn ystyried sut a pham roedd un ysgol wedi dewis pecyn ymwybyddiaeth ofalgar fasnachol i gyfrannu i’r Maes Dysgu a Phrofiad Iechyd a Lles sydd newydd gael ei ddiffinio, a’r goblygiad o’r dewis hwn i ymreolaeth athrawon ac ymarfer addysgegol.

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Section: Cyflwyniadunclassified

Tensiynau yn y broses bresennol o ddiwygio’r cwricwlwm a datblygu ymreolaeth broffesiynol athrawon

Hughes

Lewis

2020

The Curriculum Journal

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“…Recent international trends in curricula reform, however, recognise the need for teachers to have greater freedoms to develop pedagogical approaches (Priestley et al ., ). Such freedoms may prove challenging, since there is a continuum in the degree to which teachers can mediate, translate and enact a curriculum (Priestley & Philippou, ). Schools are complex, social organisations, set within larger complex systems.…”

Section: Introductionmentioning

confidence: 99%

“…O’Sullivan, ). Neglecting to consider how teachers make sense of new and often complex ideas enshrined in curriculum policy often inhibits successful curricula reforms (Priestley & Philippou, ). Literature in the field of curriculum change documents how teachers adapt curriculum materials, and refine them, as they enact them (e.g.…”

Section: Introductionmentioning

confidence: 99%

Tensions in current curriculum reform and the development of teachers’ professional autonomy

Hughes

Lewis

2020

The Curriculum Journal

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Current curriculum reform in Wales provides an opportunity for teachers to have greater freedom to develop pedagogical approaches that meet the needs of their pupils. The Successful Futures report recommends that teachers should have a greater autonomy in choosing how to deliver the curriculum, and ensuring it is done so in a manner that is meaningful and relevant to their pupils. Strengthening teachers' agency in relation to pedagogy, however, can sometimes be difficult to achieve because, for example, of perceived issues around workload and accountability. There are many 'off-the-peg' or ready-made solutions to the challenges of curriculum reform, and in many cases, schools are responding to such challenges using ready-made or bespoke approaches. This paper explores the nature of the tensions between the drive to empower professional contributions to curriculum reform, and increase autonomy for teachers, and the existing professional practices. In particular, as an example of the tensions, the paper considers how and why one school selected a commercial mindfulness package to contribute to the newly defined Health and Wellbeing Area of Experience, and the implication of this choice on teacher autonomy and pedagogical practice.

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“…The issue of bottom-up innovation and whether it encourages teachers to accept reform is often discussed in the specialized literature (Priestley & Philippou, 2018), in terms of School Based Curriculum Development -SBCD (cf. Marsh, Day, Hannay, & McCutcheon, 1990;.…”

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confidence: 99%

A critical analysis of the Physical Education curriculum in the Czech Republic

Vlček¹

2019

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Curriculum making as social practice: complex webs of enactment

Cited by 71 publications

References 18 publications

Tensiynau yn y broses bresennol o ddiwygio’r cwricwlwm a datblygu ymreolaeth broffesiynol athrawon

Tensiynau yn y broses bresennol o ddiwygio’r cwricwlwm a datblygu ymreolaeth broffesiynol athrawon

Tensions in current curriculum reform and the development of teachers’ professional autonomy

A critical analysis of the Physical Education curriculum in the Czech Republic

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