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Co-construction of a national curriculum: the role of teachers as curriculum policy makers in Wales / Tom, Crick

4th European Conference on Curriculum Studies

Swansea University Author: Tom, Crick

Abstract

This paper examines the role of teachers as macro-level curriculum policy makers in Wales, addressing two research questions:i) To what extent has the development of curriculum policy been shaped by teachers’ involvement in the process?ii) How has teachers’ professional agency as curriculum makers b...

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Published in: 4th European Conference on Curriculum Studies
Published: Maynooth, Republic of Ireland 2019
Online Access: https://eera-ecer.de/ecer-programmes/conference/24/contribution/49502/
URI: https://cronfa.swan.ac.uk/Record/cronfa50408
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fullrecord <?xml version="1.0"?><rfc1807><datestamp>2019-09-26T11:36:36.1214575</datestamp><bib-version>v2</bib-version><id>50408</id><entry>2019-05-17</entry><title>Co-construction of a national curriculum: the role of teachers as curriculum policy makers in Wales</title><swanseaauthors><author><sid>200c66ef0fc55391f736f6e926fb4b99</sid><ORCID>0000-0001-5196-9389</ORCID><firstname>Tom</firstname><surname>Crick</surname><name>Tom Crick</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2019-05-17</date><deptcode>EDUC</deptcode><abstract>This paper examines the role of teachers as macro-level curriculum policy makers in Wales, addressing two research questions:i) To what extent has the development of curriculum policy been shaped by teachers&#x2019; involvement in the process?ii) How has teachers&#x2019; professional agency as curriculum makers been enhanced as a result of their engagement?The paper is based upon empirical research, focusing on a small number of Pioneer teachers who have been involved in the process, as well as the documentation produced by the groups writing subject area specifications. Data generation methods include semi-structured interviews and document analysis. Data will be analysed using the ecological approach to understanding teacher agency (Priestley, Biesta &amp;amp; Robinson, 2015), a temporal-relational methodology for analysing factors that shape teachers&#x2019; agency and its manifestations in practice.Data collection is ongoing. Early indications suggest that: i] teacher agency has previously been limited, in terms of both teachers&#x2019; professional knowledge of curriculum development and the affordances that the system offered them as curriculum makers; ii] engagement in the process has significantly enhanced the capacity of these teachers as curriculum makers; iii] a particular benefit with significant implications for teacher agency has been the development of strong professional networks and associated relational resources; and iv] these teachers have played a significant role in shaping the forms taken by the new curriculum in Wales.The study casts light on the processes and conditions that can foster teacher engagement with the formulation of education policy, the potential weaknesses of such approaches and the benefits for teachers. In particular, the study suggests that this approach has long-term implications in the development of a cadre of expert teachers able to support colleagues in the subsequent enactment of policy in schools, through the building of system capacity for curriculum making.</abstract><type>Conference Paper/Proceeding/Abstract</type><journal>4th European Conference on Curriculum Studies</journal><publisher/><placeOfPublication>Maynooth, Republic of Ireland</placeOfPublication><keywords/><publishedDay>8</publishedDay><publishedMonth>6</publishedMonth><publishedYear>2019</publishedYear><publishedDate>2019-06-08</publishedDate><doi/><url>https://eera-ecer.de/ecer-programmes/conference/24/contribution/49502/</url><notes>Part of a symposium entitled: &amp;quot;Teachers as curriculum makers: the central role of teachers in curriculum reform in Wales&amp;quot;</notes><college>COLLEGE NANME</college><department>School of Education</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>EDUC</DepartmentCode><institution>Swansea University</institution><lastEdited>2019-09-26T11:36:36.1214575</lastEdited><Created>2019-05-17T10:37:50.4459350</Created><authors><author><firstname>Tom</firstname><surname>Crick</surname><orcid>0000-0001-5196-9389</orcid><order>1</order></author><author><firstname>Mark</firstname><surname>Priestley</surname><order>2</order></author></authors><documents/></rfc1807>
spelling 2019-09-26T11:36:36.1214575 v2 50408 2019-05-17 Co-construction of a national curriculum: the role of teachers as curriculum policy makers in Wales 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false 2019-05-17 EDUC This paper examines the role of teachers as macro-level curriculum policy makers in Wales, addressing two research questions:i) To what extent has the development of curriculum policy been shaped by teachers’ involvement in the process?ii) How has teachers’ professional agency as curriculum makers been enhanced as a result of their engagement?The paper is based upon empirical research, focusing on a small number of Pioneer teachers who have been involved in the process, as well as the documentation produced by the groups writing subject area specifications. Data generation methods include semi-structured interviews and document analysis. Data will be analysed using the ecological approach to understanding teacher agency (Priestley, Biesta &amp; Robinson, 2015), a temporal-relational methodology for analysing factors that shape teachers’ agency and its manifestations in practice.Data collection is ongoing. Early indications suggest that: i] teacher agency has previously been limited, in terms of both teachers’ professional knowledge of curriculum development and the affordances that the system offered them as curriculum makers; ii] engagement in the process has significantly enhanced the capacity of these teachers as curriculum makers; iii] a particular benefit with significant implications for teacher agency has been the development of strong professional networks and associated relational resources; and iv] these teachers have played a significant role in shaping the forms taken by the new curriculum in Wales.The study casts light on the processes and conditions that can foster teacher engagement with the formulation of education policy, the potential weaknesses of such approaches and the benefits for teachers. In particular, the study suggests that this approach has long-term implications in the development of a cadre of expert teachers able to support colleagues in the subsequent enactment of policy in schools, through the building of system capacity for curriculum making. Conference Paper/Proceeding/Abstract 4th European Conference on Curriculum Studies Maynooth, Republic of Ireland 8 6 2019 2019-06-08 https://eera-ecer.de/ecer-programmes/conference/24/contribution/49502/ Part of a symposium entitled: &quot;Teachers as curriculum makers: the central role of teachers in curriculum reform in Wales&quot; COLLEGE NANME School of Education COLLEGE CODE EDUC Swansea University 2019-09-26T11:36:36.1214575 2019-05-17T10:37:50.4459350 Tom Crick 0000-0001-5196-9389 1 Mark Priestley 2
title Co-construction of a national curriculum: the role of teachers as curriculum policy makers in Wales
spellingShingle Co-construction of a national curriculum: the role of teachers as curriculum policy makers in Wales
Tom, Crick
title_short Co-construction of a national curriculum: the role of teachers as curriculum policy makers in Wales
title_full Co-construction of a national curriculum: the role of teachers as curriculum policy makers in Wales
title_fullStr Co-construction of a national curriculum: the role of teachers as curriculum policy makers in Wales
title_full_unstemmed Co-construction of a national curriculum: the role of teachers as curriculum policy makers in Wales
title_sort Co-construction of a national curriculum: the role of teachers as curriculum policy makers in Wales
author_id_str_mv 200c66ef0fc55391f736f6e926fb4b99
author_id_fullname_str_mv 200c66ef0fc55391f736f6e926fb4b99_***_Tom, Crick
author Tom, Crick
format Conference Paper/Proceeding/Abstract
container_title 4th European Conference on Curriculum Studies
publishDate 2019
institution Swansea University
url https://eera-ecer.de/ecer-programmes/conference/24/contribution/49502/
document_store_str 0
active_str 0
description This paper examines the role of teachers as macro-level curriculum policy makers in Wales, addressing two research questions:i) To what extent has the development of curriculum policy been shaped by teachers’ involvement in the process?ii) How has teachers’ professional agency as curriculum makers been enhanced as a result of their engagement?The paper is based upon empirical research, focusing on a small number of Pioneer teachers who have been involved in the process, as well as the documentation produced by the groups writing subject area specifications. Data generation methods include semi-structured interviews and document analysis. Data will be analysed using the ecological approach to understanding teacher agency (Priestley, Biesta &amp; Robinson, 2015), a temporal-relational methodology for analysing factors that shape teachers’ agency and its manifestations in practice.Data collection is ongoing. Early indications suggest that: i] teacher agency has previously been limited, in terms of both teachers’ professional knowledge of curriculum development and the affordances that the system offered them as curriculum makers; ii] engagement in the process has significantly enhanced the capacity of these teachers as curriculum makers; iii] a particular benefit with significant implications for teacher agency has been the development of strong professional networks and associated relational resources; and iv] these teachers have played a significant role in shaping the forms taken by the new curriculum in Wales.The study casts light on the processes and conditions that can foster teacher engagement with the formulation of education policy, the potential weaknesses of such approaches and the benefits for teachers. In particular, the study suggests that this approach has long-term implications in the development of a cadre of expert teachers able to support colleagues in the subsequent enactment of policy in schools, through the building of system capacity for curriculum making.
published_date 2019-06-08T20:10:50Z
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