|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Teacher agency in curriculum making: agents of change and spaces for manoeuvre|
|Publisher:||Wiley-Blackwell / Ontario Institute for Studies in Education, University of Toronto|
|Citation:||Priestley M, Edwards R, Miller K & Priestley A (2012) Teacher agency in curriculum making: agents of change and spaces for manoeuvre, Curriculum Inquiry, 42 (2), pp. 191-214.|
|Abstract:||In the wake of new forms of curricular policy in many parts of the world, teachers are increasingly required to act as agents of change. And yet, teacher agency is under-theorised and often misconstrued in the educational change literature, wherein agency and change are seen as synonymous and positive. This paper addresses the issue of teacher agency in the context of an empirical study of curriculum making in schooling. Drawing upon the existing literature, we outline an ecological view of agency as an effect. These insights frame the analysis of a set of empirical data, derived from a research project about curriculum-making in a school and further education college in Scotland. Based upon the evidence, we argue that the extent to which teachers are able to achieve agency varies from context to context based upon certain environmental conditions of possibility and constraint, and that an important factor in this lies in the beliefs, values and attributes that teachers mobilise in relation to particular situations.|
|Rights:||Rights according to Copyright Assignment Form: http://mc.manuscriptcentral.com/societyimages/ci/CI%20Copyright%20Assignment.pdf. Published in Curriculum Inquiry. Copyright: © 2012 by The Ontario Institute for Studies in Education of the University of Toronto. Published by Wiley Periodicals, Inc. The definitive version is available at www.blackwell-synergy.com|
|The role of teacher agency in curriculum making_final.pdf||222.95 kB||Adobe PDF||View/Open|
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