Teachers' Professional Judgement When Recontextualising Indonesia's Official Curriculum to Their Contexts

Autor/inn/en	Qoyyimah, Uswatun; Singh, Parlo; Doherty, Catherine; Exley, Beryl
Titel	Teachers' Professional Judgement When Recontextualising Indonesia's Official Curriculum to Their Contexts
Quelle	In: Pedagogy, Culture and Society, 28 (2020) 2, S.183-203 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qoyyimah, Uswatun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2019.1625069
Schlagwörter	Teacher Attitudes; National Curriculum; Context Effect; Teaching Conditions; Foreign Countries; Curriculum Development; Secondary School Teachers; Problem Solving; Educational Policy; Values Education; Curriculum Implementation; English Teachers; Public Schools; Private Schools; Professional Development; Classroom Techniques; Professionalism; Indonesia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Problemlösen; Politics of education; Bildungspolitik; Werterziehung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Public school; Öffentliche Schule; Private school; Privatschule; Klassenführung; Professionalität; Indonesien
Abstract	This paper examines how a new policy was enacted by teachers with different working conditions in Indonesia. The concept of curriculum enactment and an elaborated theoretical perspective for understanding teachers' professional judgement are presented to reveal whether teachers from different school sectors encounter dilemmas in curriculum reform and whether they display consistency in their patterns of resolving those dilemmas. The data reported in this study were obtained from transcripts of interviews and fieldnotes of classroom observations with nine teachers from state and private secondary schools in Indonesia. The results suggest that the two groups of teachers experienced different dilemmas and developed different resolutions. The paper concludes that the resolutions adopted by teachers reflected their attempts to 'act for the best'. (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	2024/1/01