Complex Positioning: Teachers as Agents of Curricular and Pedagogical Reform

Autor/inn/en	Leander, Kevin M.; Osborne, Margery D.
Titel	Complex Positioning: Teachers as Agents of Curricular and Pedagogical Reform
Quelle	In: Journal of Curriculum Studies, 40 (2008) 1, S.23-46 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Curriculum Development; Elementary School Science; Educational Change; Teacher Leadership; Change Agents; Instructional Innovation; Science Education; Teacher Role; Interprofessional Relationship; Science Instruction; Self Concept; Hands on Science; Units of Study; Rural Schools; Professional Development; Teaching Methods; Teacher Attitudes; Teacher Behavior; Staff Development; Elementary School Teachers; Illinois + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Lehrerfunktionsstelle; Educational Innovation; Bildungsinnovation; Naturwissenschaftliche Bildung; Lehrerrolle; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Selbstkonzept; Lerneinheit; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Teacher behaviour; Personnel development; Personalentwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	We analyse two narratives of teacher-facilitator teams producing elementary science curricula and disseminating them to their peers. We draw on these stories to interpret how teacher-facilitators position themselves with respect to other educators (e.g. peer teachers and development-team members), to real and imagined students and parents, to knowing and learning science, and to pedagogical practices and texts. We read these acts of positioning relationally and responsively. Teacher-facilitators position themselves and their work in highly complex ways to multiple political and social others. These multiple positions raise a range of anxieties and questions for the teacher-facilitators and shape their curricular and leadership roles. Our purpose is, first, to tease out these complexities of positioning and subjectivity, and second, to consider how teachers construct their roles as pedagogical and curricular leaders among their peers. This analysis illuminates thinking about how reform is enacted in schools and how leadership roles are constructed. (Contains 5 notes.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10