Introduction

The paper presents findings from a study I conducted about Cypriot primary teachers’ reflective practices in order to explore how organisational conditions in primary schools can underpin the implementation of the new curriculum recently introduced into the educational system of Cyprus.  The study reveals the theories-in-use which can limit organisational learning and professional development.  Although the findings refer to the Cypriot context implications for developing learning cultures in other educational contexts are discussed.

Context

In 2000 the European Council set the strategic goal to make for the next decade the European Union the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion (European Council, 2000).  Education and training were recognised as fundamental for achieving this goal.  As an outcome frameworks for European cooperation in education and training were launched, one up to 2010 and another one up to 2020.  The latter framework addressed strategic objectives for promoting lifelong learning, equity, social cohesion and active citizenship, creativity and innovation and the quality of education and training (European Council, 2009, Annex 1).

Since entering the European Union in 2004 Cyprus has been looking upon education as a means to equip citizens with knowledge, skills and attitudes necessary for living productively in the knowledge society of the 21^st century. The objectives set by the European council (2009) underpinned the development of a new curriculum introduced in 2011-2012 aiming to promote democratic values, criticality, active citizenship, respect for fundamental rights and the environment, creativity, effective use of technology, team building and cooperation.  Organizational conditions in Cypriot primary schools can be critical in how educationalists develop meaning of the philosophy of the new curriculum.  If teachers feel free to discuss their interpretation and implementation of goals demanded by this curriculum then they can have more opportunities to become aware of theories-in-use that might hinder effective implementation.  It is then that discrepancies between espousing new philosophies and actions can be identified and real change can take place. 

Theoretical context

The paper builds on reflective practice theory (Argyris and Shön, 1974; Brockbank and McGill, 1998; Osterman and Kottkamp, 2004) in order to show the role of the unconscious in change.  It draws on Model 1 and 2 theories by Argyris and Shön (1974) in order to discuss how organizational learning can be limited or boosted.  Finally it uses research literature to show the benefits on teachers’ understanding of the practicality of curriculum changes in workplace cultures promoting professional exchange on implementation (Brundet et al., 2010; James and McCormick, 2009; Park and Datnow, 2009;).

This paper addresses the following questions:

·         What forms of professional exchange do the Cypriot teachers engage in?

·         What kinds of changes in practice do they bring about?

·         What factors prevented or prompted them to discuss their practice with colleagues?

·         What organizational conditions must be promoted in Cypriot primary schools in order to boost professional discussions on change implementation?

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