Artefacts and Influence in Curriculum Policy Enactment: Processes, Products and Policy Work in Curriculum Reform

Autor/inn/en	Lambert, Karen; Alfrey, Laura; O'Connor, Justen; Penney, Dawn
Titel	Artefacts and Influence in Curriculum Policy Enactment: Processes, Products and Policy Work in Curriculum Reform
Quelle	In: European Physical Education Review, 27 (2021) 2, S.258-277 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lambert, Karen) ORCID (O'Connor, Justen) ORCID (Penney, Dawn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X20941224
Schlagwörter	Physical Education; Educational Policy; Teacher Educators; National Curriculum; Health Education; Curriculum Development; Foreign Countries; Educational Change; Teacher Education Programs; Physical Education Teachers; Discourse Analysis; Teacher Workshops; Conferences (Gatherings); Policy Formation; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Politics of education; Bildungspolitik; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Bildungsreform; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Diskursanalyse; Politische Betätigung; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	Artefacts are an important part of policy work, and a means of representation, translation, re-negotiation, and resistance of policy. While research has established their integral role in policy enactment, little research has examined the production and/or dissemination of artefacts by teacher educators. This paper reports and analyses the production and re-production of a specific set of artefacts, arising from the policy work of four teacher educators seeking to influence the interpretation and enactment of the Australian Curriculum in Health and Physical Education (AC HPE). Analysis and discussion pursue: the rationale for producing a set of artefacts focusing on a particular feature of the AC HPE; the processes of artefact production; actions designed to activate and re-present the artefacts; and emerging evidence of uptake and impact. The relationship of artefacts to policy work is shown to be strategically significant for teacher educators, teachers and others invested in new curriculum developments, and is characterised as both fluid and generative. We argue that artefacts have important performative policy potential and play a key role in supporting and shaping curriculum policy enactment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01