Agentic Neglect: Teachers as Gatekeepers of England's National Computing Curriculum

Autor/in	Larke, Laura R.
Titel	Agentic Neglect: Teachers as Gatekeepers of England's National Computing Curriculum
Quelle	In: British Journal of Educational Technology, 50 (2019) 3, S.1137-1150 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Larke, Laura R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12744
Schlagwörter	Foreign Countries; Curriculum Design; Elementary School Students; Technological Literacy; Computer Science Education; Information Technology; Robotics; National Curriculum; Teacher Attitudes; Teacher Role; Observation; Student Attitudes; Elementary School Teachers; Knowledge Base for Teaching; Economic Factors; Course Content; Professional Autonomy; Decision Making; Teaching Methods; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lehrplangestaltung; Technisches Wissen; Computer science lessons; Informatikunterricht; Informationstechnologie; Robotertechnik; Lehrerverhalten; Lehrerrolle; Beobachtung; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching theory; Theory of teaching; Unterrichtstheorie; Ökonomischer Faktor; Kursprogramm; Berufsfreiheit; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The addition of computing to England's National Curriculum was welcomed as a much-needed modernization of the country's digital skills curriculum, replacing a poorly regarded ICT program of study with an industry-supported scheme of computer science, robotics and computational thinking. This paper will demonstrate how teachers have acted as gatekeepers to block a curriculum that they view as narrow, difficult to teach and in conflict with their beliefs and practices as educational professionals. Extensive qualitative data were collected through classroom observations, teacher and student interviews and student artifact creation in four state-maintained primary school classrooms to explore how teachers acted agentically to minimize or altogether reject a legally mandated curriculum that clashed with their local, professional knowledge. Analysis of this data was supported by official documents and personal accounts of the creation of the computing program of study, which highlight a discourse of economic anxiety and post-imperialist nostalgia on the part of the curriculum's designers. This study will illuminate the significant influence that teachers wield as gatekeepers for subject content, with the ability to reject digital technology curricula even when it is supported by industry and mandated by law. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01