Teachers' Curriculum Agency in Teaching a Standards-Based Curriculum

Autor/in	Alvunger, Daniel
Titel	Teachers' Curriculum Agency in Teaching a Standards-Based Curriculum
Quelle	In: Curriculum Journal, 29 (2018) 4, S.479-498 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alvunger, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2018.1486721
Schlagwörter	Foreign Countries; Social Sciences; Educational Policy; Educational Change; Secondary School Teachers; Curriculum; Curriculum Implementation; Teaching Methods; Sweden + Suchen Sie Ihr Suchwort? Ausland; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Politics of education; Bildungspolitik; Bildungsreform; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Schweden
Abstract	In 2011, Sweden introduced explicit standards for the curriculum used in compulsory schooling through the implementation of 'knowledge requirements' that align content, abilities and assessment criteria. This article explores and analyses social science teachers' curriculum agency through a theoretical framework comprised of 'teacher agency' and Bernstein's concepts of 'pedagogic device', 'hierarchical knowledge structure' and 'horizontal knowledge structure'. Teachers' curriculum agency, in recontextualisation of the curriculum, is described and understood through three different 'spaces': a collective space, an individual space and an interactive space in the classroom. The curriculum and time are important for the possibilities of agency -- the teachers state that the new knowledge requirements compel them to include and assess a lot of content in each 'curriculum task'. It is possible to identify a recontextualisation process of 'borrowing' and combining content from curriculum tasks across the different subjects. This process is explained by the horizontal knowledge structure and 'weak grammar' of the social sciences. Abilities, on the other hand, stand out as elements of a hierarchical knowledge structure in which a discursive space is opened for knowledge to transcend contexts and provides opportunities for meaning-making. The space gives teachers room for action and for integrating disciplinary content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01