Being professional: accountability and authority in teachers’ responses to science curriculum reform

Ryder, Jim

doi:10.1080/03057267.2014.1001629

Cited by 44 publications

(30 citation statements)

References 78 publications

(132 reference statements)

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“…The aim is to draw out, in a specific context, the detail of differing influences on the work of teachers and the role of education policy within this. These findings have been corroborated, and extended, in a recent review of 34 international studies of teachers' experiences of externally-driven science curriculum reform (Ryder, 2015).…”

Section: Personal Internal and External Contexts Of Teachers' Worksupporting

confidence: 52%

Navigating Tensions: Education Policy and the Science Teacher

Ryder

2017

RBPEC

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Teachers of science are constantly experiencing changing education policies that impact on their daily working lives, e.g. a national or state-wide requirement to teach about the nature of science, or a school-wide requirement to use student peer assessment in the classroom. Such policies typically come ‘from outside’; they are not decisions made by individual teachers or small groups of teachers. They also come with authority and, often, powerful mechanisms of accountability, e.g. national assessment of student learning outcomes or teacher appraisal programmes. Teaching involves navigating these shifting policy environments whilst practising personal identity and associated beliefs about teaching. This results in many challenges, but also opportunities, for teachers. This paper elaborates on the form and role of education policy and what this means for teachers of science. Drawing upon studies of how science teachers experience education policy, the contexts of teachers’ work are characterised in terms of personal, internal (to school), and external themes. The paper then suggests features of school policy environments that can support better, and more sustainable, outcomes for teachers and other stakeholders.

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Section: Personal Internal and External Contexts Of Teachers' Worksupporting

confidence: 52%

Navigating Tensions: Education Policy and the Science Teacher

Ryder

2017

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“…Para que un profesor o un grupo de profesores puedan implementar los documentos curriculares es necesario, en primera instancia, que los entiendan (Bryce y Gray, 2004;Clair, Adger, Short y Millen, 1998;Ryder, 2015;Sherin y Drake, 2004). Este proceso de comprensión de los documentos curriculares implica también la forma en que cada profesor los interpreta e interactúa con ellos (Christiansen, 2008;Drake y Sherin, 2006).…”

Section: Profesores Documentos Curriculares Y Equidadunclassified

Complejidad y coherencia de documentos curriculares colombianos: Derechos Básicos de Aprendizaje y Mallas de Aprendizaje

Gómez

Velasco

2017

RCE

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El Ministerio de Educación Nacional de Colombia presentó, a finales de 2016, versiones preliminares de dos documentos curriculares: la segunda versión de Derechos Básicos de Aprendizaje y la primera versión de las mallas curriculares. Se espera que estos documentos complementen el de los Estándares Básicos de Competencia que los profesores e instituciones educativas han venido implementando desde hace diez años. En este artículo, presentamos un análisis curricular de estos documentos. Encontramos que presentan un nivel importante de complejidad y múltiples incoherencias. Por esta razón, no es posible afirmar que todos los profesores e instituciones colombianos puedan comprender su contenido, interpretarlo adecuadamente y llevarlo a la práctica con el propósito de contribuir al aprendizaje de los estudiantes.

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“…In Coburn's (2004) study, teachers were more likely to engage with new ideas if they could connect them with their preexisting ideas. Outlining teachers' different responses to science education reform, Ryder (2015) found that there is a need to pay more attention to teachers' experiences and reflection over time and to make visible the process of adapting a reform to local context. In line with this observation, the present study can contribute with knowledge about teachers' enactments of a reform over time, using the concept of teaching habits as a tool to analyse and understand the tensions concerning continuity and change in teachers' transformations of the reform.…”

Section: The Swedish School System and The Curriculummentioning

confidence: 99%

“…However, what effects reforms get depend on a wide range of factors (Ryder 2015). In recent times, compulsory school in Sweden has undergone major changes.…”

Section: Introductionmentioning

confidence: 99%

The Transformation of Teaching Habits in Relation to the Introduction of Grading and National Testing in Science Education in Sweden

et al. 2017

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In Sweden, a new curriculum and new methods of assessment (grading of students and national tests) in science education were introduced in grade 6 in 2012/2013. We have investigated what implications these reforms have for teachers' teaching and assessment practices in order to explore the question of how teachers transform their teaching habits in relation to policy reforms. Interviews with 16 teachers teaching science in grade 6 (Y6), over 3 years after the reforms were introduced, were analysed. Building on the ideas of John Dewey, we consider teachers' talk about their everyday practice as expressions of their habits of teaching. Habits of teaching are related both to individual experiences as well as institutional traditions in and about teaching. A categorisation of educational philosophies was used to teachers' habits of teaching to a collective level and to show how habits can be transformed and developed over time in specific sociocultural contexts. The teachers were categorised as using essentialist and/or progressivist educational philosophy. In the responses to the introduction of grading and national testing, the teachers took three approaches: Their habits being reinforced, revised or unchanged in relation to the reforms. Although the responses were different, a striking similarity was that all teachers justified their responses with wanting to do what is best for students. However, how to show care for students differed, from delivering scientific knowledge in alignment with an essentialist educational philosophy, to preparing students to do well on tests, to supporting their development as individuals, which is in alignment with a progressivist educational philosophy.

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Being professional: accountability and authority in teachers’ responses to science curriculum reform

Cited by 44 publications

References 78 publications

Navigating Tensions: Education Policy and the Science Teacher

Navigating Tensions: Education Policy and the Science Teacher

Complejidad y coherencia de documentos curriculares colombianos: Derechos Básicos de Aprendizaje y Mallas de Aprendizaje

The Transformation of Teaching Habits in Relation to the Introduction of Grading and National Testing in Science Education in Sweden

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