Curriculum Making as Professionalism-in-Context: The Cases of Two Elementary School Teachers amidst Curriculum Change in Cyprus

Autor/inn/en	Kontovourki, Stavroula; Philippou, Stavroula; Theodorou, Eleni
Titel	Curriculum Making as Professionalism-in-Context: The Cases of Two Elementary School Teachers amidst Curriculum Change in Cyprus
Quelle	In: Curriculum Journal, 29 (2018) 2, S.257-276 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kontovourki, Stavroula) ORCID (Philippou, Stavroula) ORCID (Theodorou, Eleni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2018.1447308
Schlagwörter	Foreign Countries; Elementary School Teachers; Curriculum Development; Elementary School Curriculum; Professionalism; Case Studies; Teaching Experience; Individual Power; Teacher Role; Interviews; Observation; Cyprus + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Professionalität; Case study; Fallstudie; Case Study; Eigeninitiative; Lehrerrolle; Interviewing; Interviewtechnik; Beobachtung; Zypern
Abstract	In this paper, two case studies of elementary school teachers in the Republic of Cyprus are constructed to discuss how curriculum making relates to teacher biographies and sense of professionalism, as those are shaped at the intersection of their professional history and projections for the future, informed by and informing their constitution as professionals in local institutional and broader social contexts. Drawing on the ecological model of teacher agency, the two cases are utilised to examine how teachers' narrated professional experiences in past and current schools were at interplay with their general sense of professional role and purpose as teachers. This complex interplay is simultaneously connected to the ways they perceived and constituted their pupils as well as to the ways they themselves were constituted by others as professionals. The examination of the two cases foregrounds the notions of teacher agency and of curriculum making as contingent, negotiated and negotiable, and opens up the space to consider the politics of both as those are permeated by micro-processes of subjection and subjectivation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01