Teacher Agency in Curriculum Making: Agents of Change and Spaces for Manoeuvre
Teacher Agency in Curriculum Making: Agents of Change and Spaces for Manoeuvre
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DOI：
10.1111/j.1467-873x.2012.00588.x
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发表时间：
2012-03-01
影响因子：
1.7
通讯作者：
Miller, Kate
中科院分区：
文献类型：
--
作者：
Priestley, Mark;Edwards, Richard;Miller, Kate
在世界许多地方出现了新形式的课程政策之后，越来越多地要求教师充当变革的推动者。然而，教师代理是理论化不足，往往在教育变革文献中被误解，其中代理和变革被视为同义词和积极的。本文通过对学校课程设置的实证研究，探讨了教师代理问题。利用现有的文献，我们概述了机构的生态观。这些见解框架的一组实证数据的分析，来自苏格兰的一个学校和继续教育学院的课程制定的研究项目。证据的基础上，我们认为，在何种程度上，教师能够实现代理不同的上下文的基础上，某些环境条件的可能性和约束，并在这方面的一个重要因素在于教师动员在特定情况下的信念，价值观和属性。
In the wake of new forms of curricular policy in many parts of the world, teachers are increasingly required to act as agents of change. And yet, teacher agency is under-theorised and often misconstrued in the educational change literature, wherein agency and change are seen as synonymous and positive. This article addresses the issue of teacher agency in the context of an empirical study of curriculum making in schooling. Drawing upon the existing literature, we outline an ecological view of agency. These insights frame the analysis of a set of empirical data, derived from a research project about curriculum making in a school and further education college in Scotland. Based upon the evidence, we argue that the extent to which teachers are able to achieve agency varies from context to context based upon certain environmental conditions of possibility and constraint, and that an important factor in this lies in the beliefs, values and attributes that teachers mobilise in relation to particular situations.