03 SES 15 A, Teacher Education and Curriculum: Discourse, Policy, Practice (Part II)
Symposium Part II, continued from 03 SES 14
Many modern curricula position teachers as autonomous curriculum makers (Priestley & Biesta, 2013). Yet, this is easier said than done. Schools are subject to external demands in relation to prescription about what to teach and how to teach it (input regulation), which limit possibilities for innovation. They are subject to heavy-duty accountability mechanisms – evaluative use of attainment data and external inspections (output regulation) (Kuiper & Berkvens, 2013; Priestley, 2014), which render innovation risky. Moreover, many curricular practices are the result of engrained practice, habituated over many years and often resistant to change, or indeed critical reflection (Gill & Thomson, 2012). Critical Collaborative Professional Enquiry (CCPE) has been developed as a means of interrupting practice and has been utilised to develop teachers’ professional agency as curriculum makers (Drew, Priestley & Michael, 2016; Priestley & Drew, 2019), and develop their intellectual curiosity about pedagogy (Leach & Moon, 2008) through enhancing pedagogical literacy. This paper focuses on recent initiatives in Wales and Scotland, partnerships between a University and regional development agencies, to develop and enhance the capacity of a key group of teachers – middle leaders with responsibility for curriculum development – for strategic curriculum making in/across their schools. The programme in both countries comprised four days of professional learning over a period of six months; it introduced curriculum concepts and explored relevant curriculum practices, then modelled a process of leading curriculum reform through CCPE. 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 this paper, we draw upon empirical research – questionnaires, interviews with participants and analysis of artefacts (e.g. SWOT analyses) generated within the programme. We illustrate, using an ecological understanding of teacher agency (Priestley, Biesta & Robinson, 2015), how participants’ agency in curriculum-making was enhanced, especially their capacity to think differently and challenge preconceptions about the curriculum: 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.
Drew, V., Priestley, M. & Michael, M. (2016). Curriculum Development through Critical Collaborative Professional Enquiry. Journal of Professional Capital and Culture, 1, 1-16. Gill, S. & Thomson, G. (2012). Rethinking Secondary Education: A Human-Centred Approach. London: Pearson. Kuiper, W., & Berkvens, J. (eds.)(2013). Balancing Curriculum Regulation and Freedom across Europe. CIDREE Yearbook 2013. Enschede, the Netherlands: SLO. Leach, J. & Moon, B. (2008). The Power of Pedagogy. London: Sage. Priestley, M. (2014). Curriculum regulation in Scotland: A wolf in sheep’s clothing is still a wolf. European Journal of Curriculum Studies, 1. 61-68. 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. Priestley, M. & Drew, V. (2019). Professional Enquiry: an ecological approach to developing teacher agency. In: D Godfrey and C. Brown (eds.), An Eco-System for Research-Engaged Schools (pp. 154-169). London: Routledge.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.