"Are We Making a Quilt, with Lots of Ill-Fitting Cloths in Here?": Teachers' Internal Conversations on Curriculum Making

Autor/in	Hizli Alkan, Sinem
Titel	"Are We Making a Quilt, with Lots of Ill-Fitting Cloths in Here?": Teachers' Internal Conversations on Curriculum Making
Quelle	In: Journal of Educational Change, 24 (2023) 3, S.457-478 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hizli Alkan, Sinem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-2843
DOI	10.1007/s10833-022-09452-8
Schlagwörter	Foreign Countries; Secondary School Teachers; Curriculum Development; Inner Speech (Subvocal); Teacher Attitudes; Decision Making; Teacher Behavior; Abstract Reasoning; Cognitive Processes; Educational Change; Metacognition; Reflection; United Kingdom (Scotland); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Inneres Sprechen; Lehrerverhalten; Decision-making; Entscheidungsfindung; Teacher behaviour; Abstraktes Denken; Denken; Cognitive process; Kognitiver Prozess; Bildungsreform; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	Teachers exercising reflexivity through their internal conversations is one of the most important factors in the process of curriculum change. Drawing from Margaret Archer's theory, this research explores teachers' internal conversations in their own descriptions about a range of matters related to curriculum making. Eight secondary school teachers from different subject backgrounds (6 from Scotland and 2 from Wales) participated in the research. Findings suggest that although teachers may have similar concerns to produce internal conversations, the texture of the conversations, their standpoints, and how they project future actions differed. This variation can be partially explained by teachers exercising different modes of reflexivity in their unique circumstances. Findings suggest that a complex, nuanced and dynamic understanding of reflexivity is a salient feature to explain teachers' stances towards curriculum, reasoning, decision-making and actions, which may help to understand curriculum change processes better. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01