Teacher Beliefs and the Mediation of Curriculum Innovation in Scotland: A Socio-Cultural Perspective on Professional Development and Change

Autor/inn/en	Wallace, Carolyn S.; Priestley, Mark
Titel	Teacher Beliefs and the Mediation of Curriculum Innovation in Scotland: A Socio-Cultural Perspective on Professional Development and Change
Quelle	In: Journal of Curriculum Studies, 43 (2011) 3, S.357-381 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2011.563447
Schlagwörter	Foreign Countries; Sociocultural Patterns; Educational Change; Curriculum Development; Faculty Development; Beliefs; Teacher Attitudes; Formative Evaluation; Context Effect; Classroom Environment; Qualitative Research; Case Studies; Secondary School Teachers; School Districts; Central Office Administrators; Educational Innovation; Program Effectiveness; Cultural Influences; Secondary Education; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Soziokulturelle Theorie; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Belief; Glaube; Lehrerverhalten; Klassenklima; Unterrichtsklima; Qualitative Forschung; Case study; Fallstudie; Case Study; School district; Schulbezirk; Instructional innovation; Bildungsinnovation; Cultural influence; Kultureinfluss; Sekundarbereich
Abstract	The purpose of this study was to investigate socio-cultural factors underpinning curriculum change by examining teacher beliefs in the context of professional development. Scottish teachers in the study were participating in policy implementation based on formative assessment. Teachers were selected who were positive about the formative assessment initiative, so as to examine the inter-relationships amongst beliefs, policy, and practices when teachers intended to implement curriculum innovation. The aims of the study were to investigate: (a) the nature of teachers' beliefs about teaching, learning, and the professional development programme; (b) how those beliefs influenced the teachers' mediation of reform policy in their own classrooms; and (c) points of resonance or tension between teacher's beliefs and the council's philosophy towards and management of policy implementation. A qualitative interpretive cross-case study approach was used with five participant teachers from different secondary subject areas. Results suggested that the unique stance of district administrators to give teachers the opportunity to create their own reform methods, a "bottom up" mode of implementation, appeared to be a significant factor in promoting the reform policy. (Contains 1 note, 1 table, and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10