Curriculum making and teacher agency

Priestley, Mark; Alvunger, Daniel; Philippou, Stavroula; Soini, Tiina

doi:10.1016/b978-0-12-818630-5.03030-x

Cited by 4 publications

(5 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition to teachers' personal factors and learnerrelated factors, contextual factors, including the university context and the classroom context, posed constraints on the teachers' beliefs and affected their classroom practice. This echoes the conclusion made by Priestley et al (2022) that contextual factors forge and regulate teachers' beliefs. The university context sometimes interfered with the teachers' classroom implementation.…”

Section: Contextual Factorssupporting

confidence: 83%

Native English teachers’ beliefs and practices in teaching oral communication: A multiple case study in China

Wang

Lam

2023

Indonesian J. Appl. Linguist.

View full text Add to dashboard Cite

Although previous studies in the education field have investigated how teachers’ beliefs and practices converge or diverge, native English teachers’ (NETs) beliefs and practices remain underrepresented and underexplored, particularly with respect to university-level English speaking instruction in the Chinese context. This qualitative study used interviews and classroom observations over one semester to examine the pedagogical beliefs and actual classroom practices of three NETs instructing a course in oral communication with English as a foreign language (EFL). Based on the data analysis, this multiple case study found that the three native EFL teachers’ practices converged with their beliefs related to language, teaching, and teachers’ roles. However, divergences existed in terms of teaching and student learning. Teachers’ personal, learner-related, and contextual factors modified teachers’ practices and affected their decisions in putting their beliefs into practice. The results imply that it is essential for NETs to engage in critical reflection and enhance their professional agency, which helps them make appropriate classroom decisions to achieve resonance between their beliefs and practices. University administrators in the Chinese context may consider creating a more conducive environment for teacher training, increasing NETs’ sense of belonging, and further facilitating teachers’ professional development.

show abstract

Section: Contextual Factorssupporting

confidence: 83%

Native English teachers’ beliefs and practices in teaching oral communication: A multiple case study in China

Wang

Lam

2023

Indonesian J. Appl. Linguist.

View full text Add to dashboard Cite

show abstract

“…Compared to many other countries, views on how to develop Finnish school among curriculum makers has been rather unanimous, and the curriculum is experienced as coherent (e.g., Salonen-Hakomäki et al, 2016;Tikkanen et al, 2020). These varying scenarios are especially interesting in light of recent lively discussion on teacher agency (e.g., Pietarinen et al, 2016;Priestley et al, 2015a;Priestley et al 2015b;Priestley et al, 2021b). Teacher agency is either supported or hindered not only by the curriculum but also by social practices of curriculum making.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Teacher agency is either supported or hindered not only by the curriculum but also by social practices of curriculum making. Achieving agency requires a curriculum for teacher agency and teacher agency for the curriculum (Priestley et al, 2022).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Alternative futures of Finnish comprehensive school

Nilivaara

Soini

2023

Policy Futures in Education

Self Cite

View full text Add to dashboard Cite

Inevitable and constant change is challenging school systems worldwide, and COVID-19 has further intensified the debate on the future. This article examines the possible futures of Finnish comprehensive schools through three scenarios generated by analysing data from a Delphi panel of 30 Finnish experts in the field of education. This study contributes to two major intertwining debates: first, who or what determines the content and goals of the curriculum. The study’s theoretical framework builds on the curriculum as a social practice model, which views curriculum work as interwoven layers and sites of practice. Another topical debate concerns the tension between powerful knowledge and competences in the curricula. This is explored through Young and Muller’s model of three types of knowledge: knowledge of power, tacit knowledge and powerful knowledge. The results show that Finnish comprehensive schools have various substantially divergent trends. In the three scenarios, the role of the teacher as a curriculum maker varies from non-existent to a strong interpreter. International policy flows can be transferred to schools to varying degrees. The three types of knowledge included in Young and Muller’s model can be recognised in the three scenarios. Competences can be identified as learning outcomes in all scenarios, but the intensity varies. Scenarios are not predictions of the future or policy recommendations but an efficient tool for provoking strategic debate, generating new visionary thinking and considering the need for system-wide change in education.

show abstract

“…He expressed the school's commitment in adopting the Merdeka Curriculum as an effort to improve the quality of learning. According to Priestley et al (2023) by planning to provide more training and support to teachers in implementing the curriculum ensures the success of achieving curriculum objectives more effectively. Overall, respondents' responses indicate that the importance of the role of the subject and the character of religion are recognized as an integral part of the educational process.…”

Section: The Importance Of the Role Of The Subject And The Character ...mentioning

confidence: 99%

Substantial Feasibility of Implementing the Merdeka Curriculum: Analysis of Teachers’ Teaching Perspectives in Elementary School

Reviandy Azhar Ramdhani,

Yuniar Mujiwati,

Ayu Maya Damayanti

et al. 2024

Madako Elementary School

View full text Add to dashboard Cite

The implementation of the Merdeka Curriculum aims to ensure common understanding in improving the quality of education at all levels of education. This curriculum model underscores fostering students' independence, creativity, and learning skills, positioning students as active learners. Assessing the understanding of teachers and students as respondents' representation of the implementation of the Merdeka Curriculum at SDN Warungdowo 1 is the main objective of this study. Mixed responses from respondents who revealed the substantial feasibility of implementing the curriculum and acknowledged its flexibility in tailoring the learning experience to student needs, challenges remain, including inadequate training, support, resource constraints, and curriculum adjustments are the findings of this study. Overcoming these hurdles requires additional support through the provision of resources and teacher training. In addition, encouraging effective collaboration between schools, educators, students, parents, and government is essential to strengthen the effectiveness of the Merdeka Curriculum. The contribution of research provides a comprehensive understanding of the application of the Merdeka Curriculum which is essential in improving the effectiveness of adapting curriculum policies that are not partial in the context of learning in elementary schools.

show abstract

Curriculum making and teacher agency

Cited by 4 publications

References 20 publications

Native English teachers’ beliefs and practices in teaching oral communication: A multiple case study in China

Native English teachers’ beliefs and practices in teaching oral communication: A multiple case study in China

Alternative futures of Finnish comprehensive school

Substantial Feasibility of Implementing the Merdeka Curriculum: Analysis of Teachers’ Teaching Perspectives in Elementary School

Contact Info

Product

Resources

About