Teacher Mediation of Curriculum Making: The Role of Reflexivity

Autor/inn/en	Hizli Alkan, Sinem; Priestley, Mark
Titel	Teacher Mediation of Curriculum Making: The Role of Reflexivity
Quelle	In: Journal of Curriculum Studies, 51 (2019) 5, S.737-754 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hizli Alkan, Sinem) ORCID (Priestley, Mark)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2019.1637943
Schlagwörter	Foreign Countries; Curriculum Development; Reflective Teaching; Communities of Practice; Teacher Attitudes; Elementary School Teachers; Secondary School Teachers; Teacher Participation; Teacher Background; United Kingdom (Scotland); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Community; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This research explores curriculum making by teachers and offers a nuanced way of understanding these practices through the concept of reflexivity. The study draws from a collective case study of teachers in an online focus group, in order to identify and analyse diverse thinking on the curriculum making by teachers from Scotland and Wales. A WordPress® page was set up to generate both synchronous and asynchronous discussions over a period of five weeks to discuss curricular issues. Six teachers from Scotland and three teachers from Wales participated in the discussions. Data collection tools comprised iteratively designed interview questions and an Internal Conversation Indicator (ICONI), for indicating participants' dominant mode of reflexivity. Data were analysed thematically, drawing from Margaret Archer's theoretical constructs relating to reflexivity and internal conversation. Data analysis suggests that reflexivity provides a useful lens for understanding teachers' particular approaches to curriculum making. The research suggests that curriculum making practices can be understood, at least partially, in relation to different modes of reflexivity. Further research is needed to substantiate these arguments and provide a richer picture of curriculum making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01