Teacher-Chameleons: The Glue in the Alignment of Teacher Practices and Learning in Policy

Autor/inn/en	Mølstad, Christina Elde; Prøitz, Tine S.
Titel	Teacher-Chameleons: The Glue in the Alignment of Teacher Practices and Learning in Policy
Quelle	In: Journal of Curriculum Studies, 51 (2019) 3, S.403-419 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mølstad, Christina Elde) ORCID (Prøitz, Tine S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2018.1504120
Schlagwörter	Outcomes of Education; Educational Policy; Alignment (Education); Curriculum Development; Educational Practices; Position Papers; Teacher Role; Professional Autonomy; Teacher Competencies; Foreign Countries; National Curriculum; Word Frequency; Educational Change; Educational Objectives; Vocational Adjustment; Student Development; Faculty Development; Teaching Conditions; Norway + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Politics of education; Bildungspolitik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungspraxis; Positionspapier; Lehrerrolle; Berufsfreiheit; Lehrkunst; Ausland; Word analysis; Frequency; Wortanalyse; Häufigkeit; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Personalanpassung; Lehrbedingungen; Unterrichtsbedingungen; Norwegen
Abstract	This article investigates how learning outcomes, a concept inspired by an Anglo-Saxon curriculum approach, are expressed in policy documents, with an emphasis on expectations articulated to teachers. Developments in education policy for the last two decades reflect a widespread expansion of learning outcome orientation in curricula and assessment in most of the modern world. These developments have led to changes in how education is governed and practised, and this makes it necessary to form critical concepts to understand how curricula are formed and functioned today. The research questions of the study are: How is learning outcome-oriented policy defined in key policy documents and what are the implications of these policies for the teaching profession? The topic is investigated through a document content analysis of key policy documents. A complex picture of teachers emerges in which they are to be both controlled and autonomous. The study also identifies a strong belief in 'alignment between teachers' competences and practices and students' life opportunities. The findings indicate that the policies move back and forth between different parameters for describing teachers and teaching, and as such, teachers must be able to adapt as chameleons in the context of each policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01