03 SES 01, Enhancing Curriculum Design Capacity within Schools
Many modern curricula position teachers as autonomous developers of the curriculum (Priestley & Biesta, 2013). Yet, arguably, teachers in many countries have lost much of the craft knowledge necessary for school-based curriculum development, following over two decades of prescriptive teacher proof curricula (input regulation), and heavy-duty accountability (output regulation) (Kuiper & Berkvens, 2013; Kneyber & Evers, 2015). A particular issue is a widening gap between educational purposes and educational practices, as curriculum development is often reduced to the ticking off of outcomes and the implementation of techniques, and as teachers lose sight of the big ideas of the curriculum (Drew, Priestley & Michael, 2016). This paper focuses on an initiative in Scotland, which sought to enhance teachers’ capacity for curriculum-making through the methodology of Critical Collaborative Professional Enquiry. This process explicitly engaged teachers with the big ideas of the Scottish Curriculum for Excellence, framing subsequent curriculum development in terms of fitness-for-purpose – that is fit-for-purpose knowledge content and fit-for-purpose pedagogy. The teachers were supported by university researchers, who opened a critical communicative space (Eady, Drew & Smith, 2014) betwixt school and university, where the teachers could engage in challenging conversations about theories and practices and develop skills of enquiry. The researchers acted as critical colleagues and provided access to pertinent cognitive resources, including research articles, to devise the conceptual frameworks the teachers used to develop innovative pedagogical practices. In the paper, we illustrate, using an ecological understanding of teacher agency (Priestley, Biesta & Robinson, 2015), how teachers’ agency in curriculum-making increased as their confidence and professional knowledge grew, as they developed supportive and focused professional networks, and as their contexts for curriculum development were tailored to explicitly encourage sustainable innovation. The paper draws upon qualitative data generated from three cohorts of participating teachers, including artefacts from the programme, programme evaluations and one-to-one interviews.
Drew, V., Priestley, M. & Michael, M. (2016). Curriculum Development through Critical Collaborative Professional Enquiry. Journal of Professional Capital and Culture, 1, 1-16. Eady, S., Drew, V. and Smith, A. (2014). Doing action research in organizations: using communicative spaces to facilitate (transformative) professional learning. Action Research, 13, 105-122. Kneyber, R. & Evers, J. (eds.), Flip the System: Changing Education from the Bottom Up. London: Routledge. Kuiper, W., & Berkvens, J. (eds.)(2013). Balancing Curriculum Regulation and Freedom across Europe. CIDREE Yearbook 2013. Enschede, the Netherlands: SLO. Priestley, M. & Biesta, GJJ (Eds.) (2013). Reinventing the Curriculum: New Trends in Curriculum Policy and Practice. London: Bloomsbury Academic. Priestley, M., Biesta, G.J.J. & Robinson, S. (2015). Teacher Agency: An Ecological Approach. London: Bloomsbury Academic.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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