Ryder, J orcid.org/0000-0002-2741-0152 (2015) Being professional: accountability and authority in teachers' responses to science curriculum reform. Studies in Science Education, 51 (1). pp. 87-120. ISSN 0305-7267
Abstract
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 reform. ‘Externally driven’ 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 teachers’ experiences of national curriculum reform, and also studies focusing on more regional or local curriculum reform activities. The studies examine individual teacher’s beliefs, practices and reflections associated with curriculum reform, the response of teacher communities to reform (e.g. within school departments), and teachers’ (and other stakeholders’) experiences across school systems. A wide range of factors influencing teachers’ responses are identified. These are characterised in terms of personal, internal and external contexts of teachers’ work. The review also 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.
Metadata
Item Type: | Article |
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Authors/Creators: | |
Copyright, Publisher and Additional Information: | © 2015 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Science Education on 10/02/15 available online: http://wwww.tandfonline.com/10.1080/03057267.2014.1001629 |
Keywords: | Curriculum reform; Education policy; Science curriculum; Teacher professionalism |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 18 Mar 2015 15:29 |
Last Modified: | 20 Nov 2020 17:38 |
Published Version: | http://dx.doi.org/10.1080/03057267.2014.1001629 |
Status: | Published |
Publisher: | Taylor & Francis (Routledge) |
Identification Number: | 10.1080/03057267.2014.1001629 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:83555 |