No Cover Image

Journal article 942 views 351 downloads

Tensions in current curriculum reform and the development of teachers’ professional autonomy

Sioned Hughes, Helen Lewis Orcid Logo

The Curriculum Journal, Volume: 31, Issue: 2, Pages: 290 - 302

Swansea University Author: Helen Lewis Orcid Logo

Check full text

DOI (Published version): 10.1002/curj.25

Abstract

Current curriculum reform in Wales provides an opportunity for teachers to have greater freedom to develop pedagogical approaches that meet the needs of their pupils. The Successful Futures report recommends that teachers should have a greater autonomy in choosing how to deliver the curriculum, and...

Full description

Published in: The Curriculum Journal
ISSN: 0958-5176 1469-3704
Published: Wiley 2020
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa53398
Tags: Add Tag
No Tags, Be the first to tag this record!
first_indexed 2020-02-20T19:59:13Z
last_indexed 2023-01-11T14:30:57Z
id cronfa53398
recordtype SURis
fullrecord <?xml version="1.0"?><rfc1807><datestamp>2022-12-18T17:04:50.2534619</datestamp><bib-version>v2</bib-version><id>53398</id><entry>2020-01-30</entry><title>Tensions in current curriculum reform and the development of teachers&#x2019; professional autonomy</title><swanseaauthors><author><sid>daebf144a10dc3164bff6ec1800d66d3</sid><ORCID>0000-0003-4329-913X</ORCID><firstname>Helen</firstname><surname>Lewis</surname><name>Helen Lewis</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2020-01-30</date><deptcode>EDUC</deptcode><abstract>Current curriculum reform in Wales provides an opportunity for teachers to have greater freedom to develop pedagogical approaches that meet the needs of their pupils. The Successful Futures report recommends that teachers should have a greater autonomy in choosing how to deliver the curriculum, and ensuring it is done so in a manner that is meaningful and relevant to their pupils. Strengthening teachers&#x2019; agency in relation to pedagogy, however, can sometimes be difficult to achieve because, for example, of perceived issues around workload and accountability. There are many &#x2018;off&#x2010;the&#x2010;peg&#x2019; or ready&#x2010;made solutions to the challenges of curriculum reform, and in many cases, schools are responding to such challenges using ready&#x2010;made or bespoke approaches. This paper explores the nature of the tensions between the drive to empower professional contributions to curriculum reform, and increase autonomy for teachers, and the existing professional practices. In particular, as an example of the tensions, the paper considers how and why one school selected a commercial mindfulness package to contribute to the newly defined Health and Wellbeing Area of Experience, and the implication of this choice on teacher autonomy and pedagogical practice.</abstract><type>Journal Article</type><journal>The Curriculum Journal</journal><volume>31</volume><journalNumber>2</journalNumber><paginationStart>290</paginationStart><paginationEnd>302</paginationEnd><publisher>Wiley</publisher><placeOfPublication/><isbnPrint/><isbnElectronic/><issnPrint>0958-5176</issnPrint><issnElectronic>1469-3704</issnElectronic><keywords>curriculum reform; teacher agency; pedagogy; professional development</keywords><publishedDay>1</publishedDay><publishedMonth>6</publishedMonth><publishedYear>2020</publishedYear><publishedDate>2020-06-01</publishedDate><doi>10.1002/curj.25</doi><url/><notes/><college>COLLEGE NANME</college><department>Education</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>EDUC</DepartmentCode><institution>Swansea University</institution><apcterm/><funders/><projectreference/><lastEdited>2022-12-18T17:04:50.2534619</lastEdited><Created>2020-01-30T19:54:09.8363790</Created><path><level id="1">Faculty of Humanities and Social Sciences</level><level id="2">School of Social Sciences - Education and Childhood Studies</level></path><authors><author><firstname>Sioned</firstname><surname>Hughes</surname><order>1</order></author><author><firstname>Helen</firstname><surname>Lewis</surname><orcid>0000-0003-4329-913X</orcid><order>2</order></author></authors><documents><document><filename>53398__16641__7716506fb4b842949434d1f8b0a98b46.pdf</filename><originalFilename>53398.pdf</originalFilename><uploaded>2020-02-19T16:41:32.1319826</uploaded><type>Output</type><contentLength>213287</contentLength><contentType>application/pdf</contentType><version>Accepted Manuscript</version><cronfaStatus>true</cronfaStatus><embargoDate>2022-01-19T00:00:00.0000000</embargoDate><copyrightCorrect>true</copyrightCorrect></document></documents><OutputDurs/></rfc1807>
spelling 2022-12-18T17:04:50.2534619 v2 53398 2020-01-30 Tensions in current curriculum reform and the development of teachers’ professional autonomy daebf144a10dc3164bff6ec1800d66d3 0000-0003-4329-913X Helen Lewis Helen Lewis true false 2020-01-30 EDUC Current curriculum reform in Wales provides an opportunity for teachers to have greater freedom to develop pedagogical approaches that meet the needs of their pupils. The Successful Futures report recommends that teachers should have a greater autonomy in choosing how to deliver the curriculum, and ensuring it is done so in a manner that is meaningful and relevant to their pupils. Strengthening teachers’ agency in relation to pedagogy, however, can sometimes be difficult to achieve because, for example, of perceived issues around workload and accountability. There are many ‘off‐the‐peg’ or ready‐made solutions to the challenges of curriculum reform, and in many cases, schools are responding to such challenges using ready‐made or bespoke approaches. This paper explores the nature of the tensions between the drive to empower professional contributions to curriculum reform, and increase autonomy for teachers, and the existing professional practices. In particular, as an example of the tensions, the paper considers how and why one school selected a commercial mindfulness package to contribute to the newly defined Health and Wellbeing Area of Experience, and the implication of this choice on teacher autonomy and pedagogical practice. Journal Article The Curriculum Journal 31 2 290 302 Wiley 0958-5176 1469-3704 curriculum reform; teacher agency; pedagogy; professional development 1 6 2020 2020-06-01 10.1002/curj.25 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University 2022-12-18T17:04:50.2534619 2020-01-30T19:54:09.8363790 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Sioned Hughes 1 Helen Lewis 0000-0003-4329-913X 2 53398__16641__7716506fb4b842949434d1f8b0a98b46.pdf 53398.pdf 2020-02-19T16:41:32.1319826 Output 213287 application/pdf Accepted Manuscript true 2022-01-19T00:00:00.0000000 true
title Tensions in current curriculum reform and the development of teachers’ professional autonomy
spellingShingle Tensions in current curriculum reform and the development of teachers’ professional autonomy
Helen Lewis
title_short Tensions in current curriculum reform and the development of teachers’ professional autonomy
title_full Tensions in current curriculum reform and the development of teachers’ professional autonomy
title_fullStr Tensions in current curriculum reform and the development of teachers’ professional autonomy
title_full_unstemmed Tensions in current curriculum reform and the development of teachers’ professional autonomy
title_sort Tensions in current curriculum reform and the development of teachers’ professional autonomy
author_id_str_mv daebf144a10dc3164bff6ec1800d66d3
author_id_fullname_str_mv daebf144a10dc3164bff6ec1800d66d3_***_Helen Lewis
author Helen Lewis
author2 Sioned Hughes
Helen Lewis
format Journal article
container_title The Curriculum Journal
container_volume 31
container_issue 2
container_start_page 290
publishDate 2020
institution Swansea University
issn 0958-5176
1469-3704
doi_str_mv 10.1002/curj.25
publisher Wiley
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
document_store_str 1
active_str 0
description Current curriculum reform in Wales provides an opportunity for teachers to have greater freedom to develop pedagogical approaches that meet the needs of their pupils. The Successful Futures report recommends that teachers should have a greater autonomy in choosing how to deliver the curriculum, and ensuring it is done so in a manner that is meaningful and relevant to their pupils. Strengthening teachers’ agency in relation to pedagogy, however, can sometimes be difficult to achieve because, for example, of perceived issues around workload and accountability. There are many ‘off‐the‐peg’ or ready‐made solutions to the challenges of curriculum reform, and in many cases, schools are responding to such challenges using ready‐made or bespoke approaches. This paper explores the nature of the tensions between the drive to empower professional contributions to curriculum reform, and increase autonomy for teachers, and the existing professional practices. In particular, as an example of the tensions, the paper considers how and why one school selected a commercial mindfulness package to contribute to the newly defined Health and Wellbeing Area of Experience, and the implication of this choice on teacher autonomy and pedagogical practice.
published_date 2020-06-01T04:06:20Z
_version_ 1763753465176129536
score 11.037056

Similar Items