|Appears in Collections:||Faculty of Social Sciences Blog Posts/Website Contributions|
|Title:||Teacher Agency and Curriculum Development (Blog post)|
|Keywords:||Teaching and teacher education|
curriculum, assessment and pedagogy
blog special issues
|Citation:||Priestley M & Drew V (2017) Teacher Agency and Curriculum Development (Blog post) 04/07/2017. Available from: https://www.bera.ac.uk/blog/teacher-agency-and-curriculum-development.|
|Abstract:||First paragraph: Recent curriculum policy in the UK and elsewhere (e.g. Scotland’s Curriculum for Excellence, Successful Futures in Wales, and the New Zealand Curriculum Framework) marks a significant departure from previous directions (see Priestley & Biesta, 2013); a particular change in focus has been the renewed emphasis on the role of the teacher as an active developer of the curriculum and an agent of change. Such policy is now acknowledging the importance of teachers’ professional agency (for an overview see https://www.bera.ac.uk/blog/teacher-agency-what-is-it-and-why-does-it-matter; a more detailed account is provided by Priestley, Biesta & Robinson, 2015).|
|Type:||Blog Post/Website Contribution|
|Rights:||Authors retain copyright.|
|MP VD Post.pdf||Fulltext - Accepted Version||464.31 kB||Adobe PDF||View/Open|
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
If you believe that any material held in STORRE infringes copyright, please contact email@example.com providing details and we will remove the Work from public display in STORRE and investigate your claim.