Innovations in the Spanish science curriculum: A view of a systemic reform

Verdecho, María-José; Carretero, Antonio J.

doi:10.1080/002202798183404

Cited by 7 publications

(1 citation statement)

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“…In responding to externally driven reform teachers are constantly negotiating this network of factors, often experiencing personal dilemmas and tensions associated with potentially competing internal and external reform initiatives (e.g. Bantwini, 2010, Clark et al, 2011, Kim et al, 2013, Luttenberg et al, 2013, Roehrig et al, 2007, Saez and Carretero, 1998, Smith and Southerland, 2007, Melville, 2008, but also unexpected alignments between distinct factors (e.g. Olson, 1981, Ryder andBanner, 2013).…”

Section: A Network Of Interacting Factorsmentioning

confidence: 99%

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

Ryder

2015

Studies in Science Education

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The science curriculum is a focus of repeated reform in many countries. However, the enactment of such reforms within schools rarely reflects the intended outcomes of curriculum designers. This review considers what we know about the experiences and reflections of teachers in the enactment of externally driven school science curriculum E signals a focus on studies of teachers who did not make a proactive choice to adopt a particular curriculum reform initiative. This is a very common experience for teachers in many school systems, and one likely to highlight issues of professionalism and authority that are central to the work of teachers. The review analyses 34 relevant studies. These include studies of national curriculum reform, and also studies focusing on more regional or local curriculum reform activities. The curriculum reform, the response of teacher communities to reform (e.g. within school A T ised T highlights issues of authority, professionalism and the process of meaning-making in response to external curriculum reform. The discussion section identifies important areas for future research and gives recommendations for the design of curriculum policies that recognise and support the professionalism of science teachers.

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