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ERIC Number: EJ833929
Record Type: Journal
Publication Date: 2008
Pages: 16
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0313-7155
Changing Teachers: Syllabuses, Subjects and Selves
O'Sullivan, Kerry-Ann; Carroll, Kay; Cavanagh, Michael
Issues in Educational Research, v18 n2 p167-182 2008
How teachers respond to a new syllabus, what they say and do within the challenging landscape of educational reform and curriculum implementation in the contemporary postmodern world attracts considerable research interest from scholars. The analysis of teachers' perceptions and actions presented here is set within the context of significant change to the secondary curriculum in New South Wales. We report a cross case study that draws on three separate investigations about how secondary school teachers of English, History and Mathematics respond to significant change in their respective syllabuses. The process of teacher change is complex and challenging. Teachers' beliefs about their subject and their pedagogy, and their access to customised professional development programs are strong influences on their responsiveness and adaptation to change. The possibilities for reform in practice are enhanced when teachers understand and value the nature of the curriculum changes, have the time and resources to adapt their classroom strategies, and they feel supported through the implementation phase.
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A