Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change
Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change
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参与课程改革：英国历史教师支持课程改革意愿的见解
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
S. Graham
中科院分区：
文献类型：
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作者：
Richard Harris;S. Graham
摘要本研究探讨了英国中学历史教师在多大程度上愿意参与一系列并行的课程改革，以及在这个过程中形成他们的代理水平的因素。课程一直是许多政府持续改革的目标，问责措施经常被用来迫使教师参与变革进程，因为教师往往被视为抗拒变革。数据是通过2015年至2017年每年进行的在线调查获得的，提供了超过1100个个人回复的大型纵向数据集。对封闭项目的答复进行了分析，使用SPSS生成描述性和推理性统计数据，并对定性答复进行编码，以确定关键主题。一般来说，教师不愿意参与改革的过程。不同类型学校的教师之间存在一些统计学上的显著差异。教师参与变革的意愿也与其主体认同感有关。然而，很明显，问责措施主导着教师的思想，甚至影响到教师在课程的非考试阶段选择做什么。这似乎削弱了教师在制定课程时的能动性。
ABSTRACT This research explored the extent to which secondary school history teachers in England willingly engaged with a series of concurrent curriculum reforms, and the factors that shaped their level of agency in the process. The curriculum has been the target of sustained reform by many governments, and accountability measures are frequently used to compel teachers to engage with the process of change, as teachers are often seen as resistant to change. Data were obtained through online surveys conducted annually from 2015 to 2017, providing a large, longitudinal data set of over 1100 individual responses. Responses to closed items were analysed using SPSS to generate descriptive and inferential statistics, and qualitative responses were coded to identify key themes. Generally the teachers were reluctant to engage in the process of reform. There was some statistically significant variation between teachers in different types of school. Teachers’ willingness to engage with changes was also related to their sense of subject identity. However it is evident that accountability measures dominates teachers’ thinking, and even impacts on what teachers choose to do in non-examined phases of the curriculum. This appears to diminish teachers’ agency when creating a curriculum.