Curriculum for Excellence: "A Brilliant Idea, But…"

Autor/inn/en	Priestley, Mark; Minty, Sarah
Titel	Curriculum for Excellence: "A Brilliant Idea, But…"
Quelle	In: Scottish Educational Review, 45 (2013) 1, S.39-52 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-9072
Schlagwörter	Foreign Countries; National Curriculum; Educational Quality; Skill Development; Competence; Educational Policy; Teacher Attitudes; Teacher Role; Stakeholders; Attitude Measures; Professional Autonomy; Semi Structured Interviews; Interdisciplinary Approach; Case Studies; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Quality of education; Bildungsqualität; Kompetenzentwicklung; Qualifikationsentwicklung; Kompetenz; Politics of education; Bildungspolitik; Lehrerverhalten; Lehrerrolle; Berufsfreiheit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Case study; Fallstudie; Case Study
Abstract	Scotland's Curriculum for Excellence typifies many international trends in curricular policy, through its emphasis on generic skills and competencies, its focus on pedagogy and its apparent extension of autonomy to teachers as agents of change. Such curricula pose considerable challenges to school systems, where prevailing practices are often at odds with policy aspirations. This article draws upon empirical research conducted in a Scottish local authority to explore how teachers make sense of the new curriculum. It differentiates between first order engagement--most teachers welcome Curriculum for Excellence in principle--and second order engagement, which relates to the extent to which the new curriculum is congruent with teachers' deeper conceptions about knowledge, learning and assessment. (As Provided).
Anmerkungen	Scottish Educational Review. School of Education, University of Edinburgh, Holyrood Road, Edinburgh EH8 8AQ, Scotland, UK. e-mail: ser@stir.ac.uk; Website: http://www.scotedreview.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01