Can autonomy be imposed? Examining teacher (re)positioning during the ongoing curriculum change in Cyprus.

Autor/inn/en	Philippou, Stavroula; Kontovourki, Stavroula; Theodorou, Eleni
Titel	Can autonomy be imposed? Examining teacher (re)positioning during the ongoing curriculum change in Cyprus.
Quelle	In: Journal of curriculum studies, 46 (2014) 5, S. 611-633Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2013.856033
Schlagwörter	Autonomie; Einstellung (Psy); Lehrer; Curriculum; Wechsel; Professionalität; Zypern
Abstract	For the past few years, the Republic of Cyprus has been pursuing a major educational reform across all levels of mandatory education, focusing especially on curriculum change, for the implementation of which in-service teachers have undergone a series of professional development seminars. Individual and focus group interviews with in-service elementary teachers, regarding their sense of professionalism within this curriculum change process, revealed that teachers positioned themselves largely onto different points on a continuum. These are conceptualized as positions veering between teachers' sense of minimum and maximum autonomy over their participation in the development and introduction of the new official curriculum. Framed by a traditionally centralized context, these positions were discursively negotiated in contradictory ways which allowed multiple positionings by each teacher. The paper concludes with the implications of these findings for understanding teacher professionalism and positioning, as well as for considering how this might relate to curriculum change and implementation processes.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2015/1