TY - JOUR
T1 - Teachers’ accounts of their curriculum use
T2 - external contextual influences during times of curriculum reform
AU - Bradfield, Kylie Zee
AU - Exley, Beryl
N1 - Publisher Copyright:
© 2020 The Authors. The Curriculum Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association
PY - 2020/11
Y1 - 2020/11
N2 - Curriculum reform is often described as being dependent on teachers’ advancement of reform principles. Many studies report the reasons for whether teachers engage with a new curriculum, and these reasons have focused on internal, personal influences including disconnections between curriculum and teachers’ beliefs and practices. This study investigates nine Australian primary teachers’ accounts of their use of a new English curriculum from data obtained through semi-structured interviews. A thematic content analysis approach was used to analyse the interview transcripts, illustrating significant differences among the teachers in their use of the intended curriculum. The analysis provided four distinct influences on their curriculum use: the provision of professional development; curriculum and leadership roles; use of alternative or additional materials; and schools’ prioritisation of particular learning areas. The findings demonstrate that the consistent use of these curriculum materials, as intended by designers, was appreciably influenced by factors external to the teachers. Implications for curriculum designers include the need for greater consideration of external contextual influences, such as: opportunities for teachers to access professional development, consideration of curriculum roles within schools, the thoughtful provision of additional or alternate curriculum materials, and recognition of the prioritisation of particular learning areas by schools.
AB - Curriculum reform is often described as being dependent on teachers’ advancement of reform principles. Many studies report the reasons for whether teachers engage with a new curriculum, and these reasons have focused on internal, personal influences including disconnections between curriculum and teachers’ beliefs and practices. This study investigates nine Australian primary teachers’ accounts of their use of a new English curriculum from data obtained through semi-structured interviews. A thematic content analysis approach was used to analyse the interview transcripts, illustrating significant differences among the teachers in their use of the intended curriculum. The analysis provided four distinct influences on their curriculum use: the provision of professional development; curriculum and leadership roles; use of alternative or additional materials; and schools’ prioritisation of particular learning areas. The findings demonstrate that the consistent use of these curriculum materials, as intended by designers, was appreciably influenced by factors external to the teachers. Implications for curriculum designers include the need for greater consideration of external contextual influences, such as: opportunities for teachers to access professional development, consideration of curriculum roles within schools, the thoughtful provision of additional or alternate curriculum materials, and recognition of the prioritisation of particular learning areas by schools.
KW - curriculum reform
KW - English
KW - professional development
KW - teachers
UR - http://www.scopus.com/inward/record.url?scp=85085082829&partnerID=8YFLogxK
U2 - 10.1002/curj.56
DO - 10.1002/curj.56
M3 - Article
AN - SCOPUS:85085082829
SN - 0958-5176
VL - 31
SP - 757
EP - 774
JO - The Curriculum Journal
JF - The Curriculum Journal
IS - 4
ER -