Teachers’ experiences of science curriculum reform

We report on a three year study of teachers’ experiences of a major reform of the national science curriculum for 14-16 year olds in England. Teachers’ responses to this curriculum reform were guided by: personal aims and biography; internal features of their workplace such as departmental collegiality; and external features such as educational policies outside of science. We argue that reforms should provide teachers with sufficient flexibility to allow them to adapt reforms appropriately to local contexts. Policymakers should also consider how different educational reforms might interact over time. Professional development activities should not be seen as opportunities to promote particular curriculum reforms; rather they should support teachers in developing an informed and critically reflective perspective on curriculum policy directives.