Life Sciences Teachers Negotiating Professional Development Agency in Changing Curriculum Times

Autor/inn/en	Singh-Pillay, Asheena; Samuel, Michael Anthony
Titel	Life Sciences Teachers Negotiating Professional Development Agency in Changing Curriculum Times
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 13 (2017) 6, S.1749-1763 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2017.00696a
Schlagwörter	Biological Sciences; Science Teachers; Faculty Development; Curriculum Development; Teacher Response; Foreign Countries; Teacher Role; Teacher Responsibility; Qualitative Research; Resilience (Psychology); Collegiality; Individual Power; South Africa + Suchen Sie Ihr Suchwort? Abwasserbiologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerkommentar; Ausland; Lehrerrolle; Lehrverpflichtung; Qualitative Forschung; Kollegialität; Eigeninitiative; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article probes teacher responses to three curricular reform initiatives from a South African situated contextual perspective. It focuses on Life Sciences teachers who have initially reported feeling overwhelmed by this rapidly changing curriculum environment: adopting and re-adapting to the many expected shifts. The research question posed is: How do teachers negotiate and reinterpret their professional roles and responsibilities in the continually changing environment? A qualitative research design engaged dialogically with 8 Life Science teachers from moderately resourced schools located North of Durban generating insights that were central to their shifting agency of their teacher professional development (TPD). Our findings show these LS teachers are resilient to the changing curriculum times; their collegiality and agentic actions allows for divisions of labour, sustainable ties and strategies for walking the talk. The article concludes by discussing whether these agentic forms of TPD can be generated across differing contexts that are less well-enabled. When productive TPD voice is not activated, curriculum reform paradoxically contributes to (re)producing the existing inequities of context. (As Provided).
Anmerkungen	EURASIA. Sehit Osman Avci Mah. Malazgirt 1071 Cad. No:48/30, Etimesgut, Ankara, TR06796, Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01