Teachers' curriculum making as relational practice. The mediatory role of reflexivity and networks.

Autor/in	Hizli Alkan, Sinem
Titel	Teachers' curriculum making as relational practice. The mediatory role of reflexivity and networks.
Quelle	Aus: Trifonas, Peter Pericles (Hrsg.); Jagger, Susan (Hrsg.): Handbook of Curriculum Theory, Research, and Practice. Cham: Springer (2024) S. 885-910 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Springer International Handbooks of Education; Springer nature reference
Beigaben	Illustrationen; Literaturangaben S. 906-910
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-031-21154-6; 978-3-031-21155-3
DOI	10.1007/978-3-031-21155-3_18
Schlagwörter	Bildungsforschung; Bildungswesen; Lehrerbildung; Curriculum; Curriculumentwicklung; Curriculumreform
Abstract	Teachers often find ways to mediate their curriculum making practices, even in most centralized contexts. In order to delve into this mediation process, this chapter offers a philosophical and methodological framework to investigate the role of reflexivity and networks. Following a critical realist approach, I argue that there are three generative mechanisms underlying teachers' curriculum making practices that can help us to understand why teachers act in different ways. First, teachers' modes of reflexivity, distinctive ways of projecting actions, based on teachers' concerns and by means of their environment, offer strong explanations of why teachers take certain standpoints, follow particular reasoning processes, and act upon curriculum reforms in various ways. Second, relational assets (relational goods and evils) that emerge from teachers' curriculum making relationships offer explanations as to why certain practices might be enhanced or inhibited. Finally, the national and organizational context, more particularly, schools' formal organization, curriculum reform as a chain of organic interactions, and performativity culture, explains teacher mediation of curriculum making.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2025/1