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

4th European Conference on Curriculum Studies (EuroACS 2019)

Swansea University Author: Crick, Tom

Abstract

This paper examines the role of teachers as macro-level curriculum policy makers, 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 enhan...

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Published in: 4th European Conference on Curriculum Studies (EuroACS 2019)
Published: Maynooth, Republic of Ireland 2019
URI: https://cronfa.swan.ac.uk/Record/cronfa50408
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fullrecord <?xml version="1.0"?><rfc1807><datestamp>2019-08-13T11:05:18Z</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><alternativeTitle></alternativeTitle><author>Tom Crick</author><firstname>Tom</firstname><surname>Crick</surname><active>true</active><ORCID>0000-0001-5196-9389</ORCID><ethesisStudent>false</ethesisStudent><sid>200c66ef0fc55391f736f6e926fb4b99</sid><email>9971fd6d74987b78a0d7fce128f8c721</email><emailaddr>z93Ri4T5hwMLTfh+6XG11n2HZhUyFASdV1DFdgIIhKs=</emailaddr><date>2019-05-17</date><deptcode>EDUC</deptcode><abstract>This paper examines the role of teachers as macro-level curriculum policy makers, 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 contribution</type><journal>4th European Conference on Curriculum Studies (EuroACS 2019)</journal><volume/><journalNumber/><paginationStart/><paginationEnd/><publisher></publisher><placeOfPublication>Maynooth, Republic of Ireland</placeOfPublication><isbnPrint/><isbnElectronic/><issnPrint/><issnElectronic/><keywords></keywords><publishedDay>8</publishedDay><publishedMonth>6</publishedMonth><publishedYear>2019</publishedYear><publishedDate>2019-06-08</publishedDate><doi></doi><url></url><notes>Part of a symposium entitled: "Teachers as policymakers: the co-construction of national curriculum policy"</notes><college>College of Arts and Humanities</college><department>School of Education</department><CollegeCode>CAAH</CollegeCode><DepartmentCode>EDUC</DepartmentCode><institution/><researchGroup>None</researchGroup><supervisor/><sponsorsfunders/><grantnumber/><degreelevel/><degreename>None</degreename><lastEdited>2019-08-13T11:05:18Z</lastEdited><Created>2019-05-17T10:37:50Z</Created><path><level id="1">College of Arts and Humanities</level><level id="2">School of Education</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><orcid/><order>2</order></author></authors><documents/></rfc1807>
spelling 2019-08-13T11:05:18Z v2 50408 2019-05-17 Co-construction of a national curriculum: the role of teachers as curriculum policy makers in Wales Tom Crick Tom Crick true 0000-0001-5196-9389 false 200c66ef0fc55391f736f6e926fb4b99 9971fd6d74987b78a0d7fce128f8c721 z93Ri4T5hwMLTfh+6XG11n2HZhUyFASdV1DFdgIIhKs= 2019-05-17 EDUC This paper examines the role of teachers as macro-level curriculum policy makers, 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 contribution 4th European Conference on Curriculum Studies (EuroACS 2019) Maynooth, Republic of Ireland 8 6 2019 2019-06-08 Part of a symposium entitled: "Teachers as policymakers: the co-construction of national curriculum policy" College of Arts and Humanities School of Education CAAH EDUC None None 2019-08-13T11:05:18Z 2019-05-17T10:37:50Z College of Arts and Humanities School of Education 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
Crick, Tom
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_***_Crick, Tom
author Crick, Tom
author2 Tom Crick
Mark Priestley
format Conference contribution
container_title 4th European Conference on Curriculum Studies (EuroACS 2019)
publishDate 2019
institution Swansea University
college_str College of Arts and Humanities
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hierarchy_top_id collegeofartsandhumanities
hierarchy_top_title College of Arts and Humanities
hierarchy_parent_id collegeofartsandhumanities
hierarchy_parent_title College of Arts and Humanities
department_str School of Education{{{_:::_}}}College of Arts and Humanities{{{_:::_}}}School of Education
document_store_str 0
active_str 1
description This paper examines the role of teachers as macro-level curriculum policy makers, 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 2019-06-08T22:27:38Z
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