No Cover Image

Conference Paper/Proceeding/Abstract 22264 views

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

Tom Crick Orcid Logo, Mark Priestley

4th European Conference on Curriculum Studies

Swansea University Author: Tom Crick Orcid Logo

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...

Full description

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
Tags: Add Tag
No Tags, Be the first to tag this record!
first_indexed 2019-05-20T11:26:37Z
last_indexed 2021-06-22T03:11:09Z
id cronfa50408
recordtype SURis
fullrecord <?xml version="1.0"?><rfc1807><datestamp>2021-06-21T10:34:15.6030829</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; 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><volume/><journalNumber/><paginationStart/><paginationEnd/><publisher/><placeOfPublication>Maynooth, Republic of Ireland</placeOfPublication><isbnPrint/><isbnElectronic/><issnPrint/><issnElectronic/><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: "Teachers as curriculum makers: the central role of teachers in curriculum reform in Wales"</notes><college>COLLEGE NANME</college><department>Education</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>EDUC</DepartmentCode><institution>Swansea University</institution><apcterm/><lastEdited>2021-06-21T10:34:15.6030829</lastEdited><Created>2019-05-17T10:37:50.4459350</Created><path><level id="1">Faculty of Humanities and Social Sciences</level><level id="2">School of Social Sciences - Education and Childhood Studies</level></path><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/><OutputDurs/></rfc1807>
spelling 2021-06-21T10:34:15.6030829 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 & 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: "Teachers as curriculum makers: the central role of teachers in curriculum reform in Wales" COLLEGE NANME Education COLLEGE CODE EDUC Swansea University 2021-06-21T10:34:15.6030829 2019-05-17T10:37:50.4459350 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies 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
author2 Tom Crick
Mark Priestley
format Conference Paper/Proceeding/Abstract
container_title 4th European Conference on Curriculum Studies
publishDate 2019
institution Swansea University
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
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 & 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 2019-06-08T04:01:51Z
_version_ 1763753183417466880
score 10.999252

Similar Items