Teacher beliefs and the mediation of curriculum innovation in Scotland. A socio-cultural perspective on professional development and change.

Autor/inn/en	Wallace, Carolyn S.; Priestley, Mark
Titel	Teacher beliefs and the mediation of curriculum innovation in Scotland. A socio-cultural perspective on professional development and change.
Quelle	In: Journal of curriculum studies, 43 (2011) 3, S. 357-381Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2011.563447
Schlagwörter	Vorstellung (Psy); Lehrer; Curriculumreform; Professionalisierung; Bewertung; Schottland
Abstract	The purpose of this study was to investigate socio-cultural factors underpinning curriculum change by examining teacher beliefs in the context of professional development. Scottish teachers in the study were participating in policy implementation based on formative assessment. Teachers were selected who were positive about the formative assessment initiative, so as to examine the inter-relationships amongst beliefs, policy, and practices when teachers intended to implement curriculum innovation. The aims of the study were to investigate: (a) the nature of teachers' beliefs about teaching, learning, and the professional development programme; (b) how those beliefs influenced the teachers' mediation of reform policy in their own classrooms; and (c) points of resonance or tension between teacher's beliefs and the council's philosophy towards and management of policy implementation. A qualitative interpretive cross-case study approach was used with five participant teachers from different secondary subject areas. Results suggested that the unique stance of district administrators to give teachers the opportunity to create their own reform methods, a 'bottom up' mode of implementation, appeared to be a significant factor in promoting the reform policy.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2013/1