The New Australian Curriculum, Teachers and Change Fatigue

Autor/inn/en	Dilkes, Jessica; Cunningham, Christine; Gray, Jan
Titel	The New Australian Curriculum, Teachers and Change Fatigue
Quelle	In: Australian Journal of Teacher Education, 39 (2014) 11, Artikel 4 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; National Curriculum; Educational Change; Curriculum Implementation; Case Studies; Curriculum Development; Fatigue (Biology); Hermeneutics; Teacher Attitudes; Teacher Response; Educational Improvement; Educational Practices; Educational Policy; Performance Factors; Inquiry; Phenomenology; Teaching Experience; Secondary School Teachers; Semi Structured Interviews; Program Attitudes; Program Effectiveness; Program Evaluation; Secondary School Curriculum; High Schools; Australia + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Case study; Fallstudie; Case Study; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fatigue; Ermüdung; Hermeneutik; Lehrerverhalten; Lehrerkommentar; Teaching improvement; Unterrichtsentwicklung; Bildungspraxis; Politics of education; Bildungspolitik; Leistungsindikator; Phenomenological psychology; Phänomenologie; Psychologie; Programme evaluation; Programmevaluation; High school; Oberschule; Australien
Abstract	A new national curriculum has recently been implemented across Australia. This paper reports on a case study of a regional Western Australia government school as they re-wrote and taught the phase one learning areas: maths, English, science and HASS. Results showed what it is like to work in an environment where continual change is not only expected, but also seen as best practice. Cynical, realistic and even enthusiastic teachers suffer change fatigue after years of rapid and continual curriculum change. The research traces back the reasons why teacher change fatigue might occur using Intuitive Inquiry (Anderson & Braud, 2011) as a hermeneutical process. It captures the reactions of teachers as they struggle to adapt to another top-down curriculum framework, badged as "continual school improvement." It documents that change fatigue negatively impacts on what is now known as the Western Australian Curriculum and Assessment Outline. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10