Journal article 866 views
Tensions in current curriculum reform and the development of teachers’ professional autonomy
The Curriculum Journal, Volume: 31, Issue: 2, Pages: 290 - 302
Swansea University Author: Helen Lewis
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DOI (Published version): 10.1002/curj.25
Abstract
Current curriculum reform in Wales provides an opportunity for teachers to have greater freedom to develop pedagogical approaches that meet the needs of their pupils. The Successful Futures report recommends that teachers should have a greater autonomy in choosing how to deliver the curriculum, and...
Published in: | The Curriculum Journal |
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ISSN: | 0958-5176 1469-3704 |
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Wiley
2020
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URI: | https://cronfa.swan.ac.uk/Record/cronfa54230 |
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2022-12-18T16:55:59.9869614 v2 54230 2020-05-14 Tensions in current curriculum reform and the development of teachers’ professional autonomy daebf144a10dc3164bff6ec1800d66d3 0000-0003-4329-913X Helen Lewis Helen Lewis true false 2020-05-14 EDUC Current curriculum reform in Wales provides an opportunity for teachers to have greater freedom to develop pedagogical approaches that meet the needs of their pupils. The Successful Futures report recommends that teachers should have a greater autonomy in choosing how to deliver the curriculum, and ensuring it is done so in a manner that is meaningful and relevant to their pupils. Strengthening teachers’ agency in relation to pedagogy, however, can sometimes be difficult to achieve because, for example, of perceived issues around workload and accountability. There are many ‘off-the-peg’ or ready-made solutions to the challenges of curriculum reform, and in many cases, schools are responding to such challenges using ready-made or bespoke approaches. This paper explores the nature of the tensions between the drive to empower professional contributions to curriculum reform, and increase autonomy for teachers, and the existing professional practices. In particular, as an example of the tensions, the paper considers how and why one school selected a commercial mindfulness package to contribute to the newly defined Health and Wellbeing Area of Experience, and the implication of this choice on teacher autonomy and pedagogical practice. Journal Article The Curriculum Journal 31 2 290 302 Wiley 0958-5176 1469-3704 curriculum reform; teacher agency; pedagogy; professional development 1 6 2020 2020-06-01 10.1002/curj.25 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University 2022-12-18T16:55:59.9869614 2020-05-14T23:49:31.9660060 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Sioned Hughes 1 Helen Lewis 0000-0003-4329-913X 2 |
title |
Tensions in current curriculum reform and the development of teachers’ professional autonomy |
spellingShingle |
Tensions in current curriculum reform and the development of teachers’ professional autonomy Helen Lewis |
title_short |
Tensions in current curriculum reform and the development of teachers’ professional autonomy |
title_full |
Tensions in current curriculum reform and the development of teachers’ professional autonomy |
title_fullStr |
Tensions in current curriculum reform and the development of teachers’ professional autonomy |
title_full_unstemmed |
Tensions in current curriculum reform and the development of teachers’ professional autonomy |
title_sort |
Tensions in current curriculum reform and the development of teachers’ professional autonomy |
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daebf144a10dc3164bff6ec1800d66d3 |
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daebf144a10dc3164bff6ec1800d66d3_***_Helen Lewis |
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Helen Lewis |
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Sioned Hughes Helen Lewis |
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The Curriculum Journal |
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31 |
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290 |
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Swansea University |
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0958-5176 1469-3704 |
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10.1002/curj.25 |
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Wiley |
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Faculty of Humanities and Social Sciences |
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Current curriculum reform in Wales provides an opportunity for teachers to have greater freedom to develop pedagogical approaches that meet the needs of their pupils. The Successful Futures report recommends that teachers should have a greater autonomy in choosing how to deliver the curriculum, and ensuring it is done so in a manner that is meaningful and relevant to their pupils. Strengthening teachers’ agency in relation to pedagogy, however, can sometimes be difficult to achieve because, for example, of perceived issues around workload and accountability. There are many ‘off-the-peg’ or ready-made solutions to the challenges of curriculum reform, and in many cases, schools are responding to such challenges using ready-made or bespoke approaches. This paper explores the nature of the tensions between the drive to empower professional contributions to curriculum reform, and increase autonomy for teachers, and the existing professional practices. In particular, as an example of the tensions, the paper considers how and why one school selected a commercial mindfulness package to contribute to the newly defined Health and Wellbeing Area of Experience, and the implication of this choice on teacher autonomy and pedagogical practice. |
published_date |
2020-06-01T04:07:38Z |
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1763753546984980480 |
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11.028886 |