Teachers’ curriculum agency in teaching a standards‐based curriculum

Alvunger, Daniel

doi:10.1080/09585176.2018.1486721

Cited by 42 publications

(41 citation statements)

References 23 publications

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“…Along with teachers’ experiences and the curriculum materials themselves, Neves and Morais (2010) highlight the processes that occur during the generation of contextualised reproductions of curriculum. In order to match the institutional logic of the setting in which they are enacted, there is an assumption that curriculum needs to be modified as part of the culturally embedded school practices (Alvunger, 2018). Whether in answer to their own experience or their context when they actively responding to, generate recontextualisations, or enact the intended curriculum, teachers are not passive receivers of the reform process (Datnow, 2012).…”

Section: Teachers and Curriculum Reformmentioning

confidence: 99%

Teachers’ accounts of their curriculum use: external contextual influences during times of curriculum reform

Bradfield

Exley

2020

The Curriculum Journal

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Curriculum reform is often described as being dependent on teachers’ advancement of reform principles. Many studies report the reasons for whether teachers engage with a new curriculum, and these reasons have focused on internal, personal influences including disconnections between curriculum and teachers’ beliefs and practices. This study investigates nine Australian primary teachers’ accounts of their use of a new English curriculum from data obtained through semi‐structured interviews. A thematic content analysis approach was used to analyse the interview transcripts, illustrating significant differences among the teachers in their use of the intended curriculum. The analysis provided four distinct influences on their curriculum use: the provision of professional development; curriculum and leadership roles; use of alternative or additional materials; and schools’ prioritisation of particular learning areas. The findings demonstrate that the consistent use of these curriculum materials, as intended by designers, was appreciably influenced by factors external to the teachers. Implications for curriculum designers include the need for greater consideration of external contextual influences, such as: opportunities for teachers to access professional development, consideration of curriculum roles within schools, the thoughtful provision of additional or alternate curriculum materials, and recognition of the prioritisation of particular learning areas by schools.

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Section: Teachers and Curriculum Reformmentioning

confidence: 99%

Teachers’ accounts of their curriculum use: external contextual influences during times of curriculum reform

Bradfield

Exley

2020

The Curriculum Journal

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“…The second space that follows is the individual space that includes the use of these pedagogical plans and the selection of teaching materials in the creation of lesson plans. In the third space, which is expressed as an interactive space between teachers and students, there are questions regarding choices made during the application, experience-based content and the process (Alvunger, 2018).…”

Section: Erdemmentioning

confidence: 99%

“…Çalışma sonucunda öğretmen etkenliğinin üç farklı şekilde sergilendiği görülmüştür: a) öğretmenlerin program değişikliğini kişisel bir seçim olarak uyguladıkları proaktif etkenlik, b) idareden gelen direktifler gibi çevresel etkilerin bir sonucu olarak 49 AUJES (Adiyaman University Journal of Educational Sciences ) öğretmenlerin değişim gerçekleştirmeye zorlandıkları tepkisel etkenlik ve c) öğretmenlerin idareye değişiklikleri uygulamış gibi göründükleri ama aslında program değişikliğine pasif düzeyde direndikleri pasif etkenlik. Alvunger (2018) ise yazılı olarak yer alan eğitim programlarının sınıfta uygulanması sürecinde öğretmenin rolünü eğitim programı etkenliği (curriculum agency) olarak ifade etmektedir. Doyle"nin (1992) eğitim programı metninin sınıfta gerçek öğretim içeriğine dönüşmesi sürecinde öğretmenin aslında eğitim programı etkinliklerinin/uygulamalarının yazarlığını yaptığı görüşüne dayandırılan eğitim programı etkenliği eğitim programının sınıfta yeniden bağlamsallaştırıldığını içermekte ve üç alandan oluşmaktadır.…”

Section: Eğitimsel Değişikliklerunclassified

“…Bunu takip eden ikinci alan ise ders planlarının oluşturulmasında bu pedagojik planların kullanılmasını ve öğretim materyallerinin seçimini içeren bireysel alandır. Öğretmen ve öğrenciler arasındaki etkileşimli alan olarak ifade edilen üçüncü alanda ise uygulama esnasında yapılan seçimler, deneyime dayalı içerik ve sürece ilişkin sorular bulunmaktadır (Alvunger, 2018).…”

Section: Eğitimsel Değişikliklerunclassified

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A New Concept in Teacher Identıty Research: Teacher Agency

Erdem

2020

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi

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Teacher agency, considered as an element of teacher identity, has become a concept upon which studies have elaborated recently. However, academic research studies on this concept carried out in Turkey is highly limited. Indeed, there is not a consensus even on the Turkish equivalent of the concept. In this study, in which "öğretmen etkenliği" is adopted, the issues of Turkish meaning of teacher agency, its relation with teacher identity, emergence of the concept and its definitions, its theoretical foundations, characteristics of agentic teachers, related areas of research such as educational changes and professional development, and research studies on teacher agency carried out in Turkey are elaborated on based on an extensive literature review. In addition, in the conclusion, how teacher agency can be developed is discussed in the contexts of arrangement of teachers" work contexts, in service training and pre-service teacher education. With this study, it is aimed to offer a comprehensive source about teacher agency in Turkish to form a basis for future studies to be carried out in Turkey.

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“…Policy researchers have emphasized how national and local policy is influenced by transnational policy through supra-national organizations, such as the Organization for Economic Co-operation and Development (OECD) or the European Union (Grek et al, 2009;Lawn & Lingard, 2002), and called for a perspective on the local space in which globalization takes place within a sub-national domain (Robertson & Dale, 2015;Sassen, 2006). In this respect, global trends towards stronger state regulation in terms of input and output on curriculum policy (Alvunger, 2018;Leat et al, 2013;Nieveen & Kuiper, 2012) and the expansion of accountability and performance-based systems (Leat, 2014;Hamilton et al, 2008;Yates & Collins, 2010) have come to shape conditions for local school governance.…”

mentioning

confidence: 99%

Power dynamics and policy actions in the changing landscape of local school governance

Adolfsson

Alvunger

2020

Nordic Journal of Studies in Educational Policy

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In this paper, we theorize on local school governance through a multi-method case study of a large-sized Swedish municipality by drawing on neo-institutional theory. In light of a changing governing landscape in Sweden in terms of a 're-centralization', new conditions between the state, the local education authorities (LEA) and the schools have emerged. The aim of this study is to examine what policy actions the LEA employ for governing the school and in what ways that principals respond and handle these policy actions. The results point to the fact that the LEA uses a bench-marking strategy through its quality assurance system and intervene if results are poor. Principals seek support from the LEA, but are anxious that their autonomy will be diminished and therefore function as 'gate-. The system for quality assurance is appreciated by principals, but standards aimed at framing discursive communication on quality are criticized. Principals turn to managers below the superintendent, which creates a tension between managers. The study shows that different levels and actors must be taken into account in order to achieve a comprehensive understanding of the multilayered field of local policy enactment.

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Teachers’ curriculum agency in teaching a standards‐based curriculum

Abstract: To cite this article: Daniel Alvunger (2018): Teachers' curriculum agency in teaching a standardsbased curriculum, The Curriculum Journal,

Cited by 42 publications

References 23 publications

Teachers’ accounts of their curriculum use: external contextual influences during times of curriculum reform

Teachers’ accounts of their curriculum use: external contextual influences during times of curriculum reform

A New Concept in Teacher Identıty Research: Teacher Agency

Power dynamics and policy actions in the changing landscape of local school governance

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