Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/23980
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dc.contributor.authorWallace, Carolyn-
dc.contributor.authorPriestley, Mark-
dc.date.accessioned2017-05-08T23:07:09Z-
dc.date.issued2017-03-
dc.identifier.urihttp://hdl.handle.net/1893/23980-
dc.description.abstractScotland is one of several countries to have recently implemented a new national curriculum to highlight 21st century educational priorities. Teachers have been mandated to follow the new curriculum guidelines, known as Curriculum for Excellence (CfE), since the fall of 2010. The purpose of this study was to use a phenomenological lens to investigate how Scottish secondary science teachers are experiencing their work of curriculum development, including daily lesson design and more broadly, curriculum mapping within the context of reform (Remillard, 1999). We probed seven science teachers’ experiences to create both a composite profile of conscious thoughts about curriculum design and individual profiles that highlight interactions between the curriculum mandates, beliefs and agentic orientations. The study indicated that changes to curriculum development required accepting new cognitive commitments including: (a) analyzing the CfE document to discern the most significant principles underlying change; (b) reflecting on the ways that science teacher curriculum development is a problem-solving endeavor; (c) undertaking the complex processes of curriculum mapping, from primary school all the way through national qualification exams; and (d) recognizing that the epistemological frame for students’ science learning has changed and providing opportunities for students to create and apply knowledge. Two significant findings include the unpacking of these cognitive activities as part of a transformation toward a new epistemology of pedagogy, and the assertion that official curriculum documents can promote change, albeit with caveats concerning individual beliefs, agentic orientations and possibilities for agency within school contexts.en_UK
dc.language.isoen-
dc.publisherWiley-Blackwell-
dc.relationWallace C & Priestley M (2017) Secondary Science Teachers as Curriculum Makers: Mapping and Designing Scotland's New Curriculum for Excellence, Journal of Research in Science Teaching, 54 (3), pp. 324-349.-
dc.rightsThis item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is the peer reviewed version of the following article: Wallace, C. S. and Priestley, M. R. (2017), Secondary science teachers as curriculum makers: Mapping and designing Scotland's new Curriculum for Excellence. J Res Sci Teach, 54: 324–349, which has been published in final form at https://doi.org/10.1002/tea.21346. This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.-
dc.subjectteacher changeen_UK
dc.subjectteacher beliefsen_UK
dc.subjectcurriculum developmenten_UK
dc.titleSecondary Science Teachers as Curriculum Makers: Mapping and Designing Scotland's New Curriculum for Excellenceen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2018-10-05T00:00:00Z-
dc.rights.embargoreasonPublisher requires embargo of 12 months after formal publication.-
dc.identifier.doihttp://dx.doi.org/10.1002/tea.21346-
dc.citation.jtitleJournal of Research in Science Teaching-
dc.citation.issn0022-4308-
dc.citation.volume54-
dc.citation.issue3-
dc.citation.spage324-
dc.citation.epage349-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPost-print (author final draft post-refereeing)-
dc.author.emailm.r.priestley@stir.ac.uk-
dc.citation.date06/10/2016-
dc.contributor.affiliationKennesaw State University-
dc.contributor.affiliationEducation Management and Support-
dc.rights.embargoterms2018-10-06-
dc.rights.embargoliftdate2018-10-06-
dc.identifier.isi000394911600002-
Appears in Collections:Faculty of Social Sciences Journal Articles

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