Curriculum making as professionalism-in-context: the cases of two elementary school teachers amidst curriculum change in Cyprus
Curriculum making as professionalism-in-context: the cases of two elementary school teachers amidst curriculum change in Cyprus
复制标题
课程制定作为专业精神：塞浦路斯两名小学教师在课程改革中的案例
DOI：
--
复制
发表时间：
2018
期刊：
影响因子：
--
通讯作者：
E. Theodorou
中科院分区：
文献类型：
--
作者：
S. Kontovourki;S. Philippou;E. Theodorou
摘要在本文中，两个案例研究的小学教师在塞浦路斯共和国的构建，讨论课程制定涉及到教师传记和专业精神，因为这些都是在他们的专业历史和未来的预测，通知和通知他们的宪法作为专业人士在当地的制度和更广泛的社会背景的交叉点形成。借鉴教师代理的生态模型，这两个案例被用来检查教师的叙述的专业经验，在过去和现在的学校是如何在相互作用与他们的一般意义上的专业角色和目的作为教师。这种复杂的相互作用同时与他们感知和构成学生的方式以及他们自己作为专业人士被其他人构成的方式有关。对这两个案例的考察突出了教师代理和课程制定作为偶然的、协商的和可协商的概念，并开辟了考虑两者的政治的空间，因为它们都渗透着服从和主体化的微观过程。
ABSTRACT In this paper, two case studies of elementary school teachers in the Republic of Cyprus are constructed to discuss how curriculum making relates to teacher biographies and sense of professionalism, as those are shaped at the intersection of their professional history and projections for the future, informed by and informing their constitution as professionals in local institutional and broader social contexts. Drawing on the ecological model of teacher agency, the two cases are utilised to examine how teachers’ narrated professional experiences in past and current schools were at interplay with their general sense of professional role and purpose as teachers. This complex interplay is simultaneously connected to the ways they perceived and constituted their pupils as well as to the ways they themselves were constituted by others as professionals. The examination of the two cases foregrounds the notions of teacher agency and of curriculum making as contingent, negotiated and negotiable, and opens up the space to consider the politics of both as those are permeated by micro-processes of subjection and subjectivation.