Teachers' Agency Development when Adapting the Colombian English Suggested Curriculum for High School

Autor/inn/en	González, Cindy Valdelamar; Calle-Díaz, Luzkarime
Titel	Teachers' Agency Development when Adapting the Colombian English Suggested Curriculum for High School
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 25 (2023) 2, S.201-216 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (González, Cindy Valdelamar) ORCID (Calle-Díaz, Luzkarime)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Language Teachers; Professional Autonomy; Second Language Learning; Second Language Instruction; Curriculum Development; National Curriculum; Teacher Attitudes; Coping; Case Studies; English (Second Language); Foreign Countries; Educational Policy; High School Teachers; Policy Formation; Educational Change; Colombia + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Berufsfreiheit; Zweitsprachenerwerb; Fremdsprachenunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerverhalten; Bewältigung; Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Politics of education; Bildungspolitik; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Politische Betätigung; Bildungsreform; Kolumbien
Abstract	This case study reports how three high-school teachers from two state schools in Colombia enacted the National English Suggested Curriculum by the Ministry of Education. The teachers' trajectories of action were analyzed through semi-structured interviews, teachers' narratives, and lesson observations. Using the ecological model of agency as a framework, we situated teachers' steps within projective, iterational, and practical evaluative dimensions of agency. In this paper, we provide additional dimensions of teacher agency, which can help to expand theoretical and empirical knowledge in the field. Findings show that teachers cope with the changes derived from policy differently. The analysis presented in this paper can inform the creation and promotion of future curriculum policies in similar contexts. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01