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Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Teacher mediation of curriculum making: the role of reflexivity
Author(s): Hizli Alkan, Sinem
Priestley, Mark
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Keywords: Education
curriculum making
teacher agency
Issue Date: 2019
Citation: Hizli Alkan S & Priestley M (2019) Teacher mediation of curriculum making: the role of reflexivity. Journal of Curriculum Studies, 51 (5), pp. 737-754.
Abstract: This research explores curriculum making by teachers and offers a nuanced way of understanding these practices through the concept of reflexivity. The study draws from a collective case study of teachers in an online focus group, in order to identify and analyse diverse thinking on the curriculum by teachers from Scotland and Wales. A WordPress® page was set up to generate both synchronous and asynchronous discussions over a period of five weeks to discuss curricular issues. Six teachers from Scotland and three teachers from Wales participated in the discussions. Data collection tools comprised iteratively designed interview questions and an Internal Conversation Indicator (ICONI), for indicating participants’ dominant mode of reflexivity. Data were analysed thematically, drawing from Margaret Archer’s theoretical constructs relating to reflexivity and internal conversation. Data analysis suggests that reflexivity provides a useful lens for understanding teachers’ particular approaches to curriculum making. The research suggests that curriculum making practices can be understood, at least partially, in relation to different modes of reflexivity. Further research is needed to substantiate these arguments and provide richer picture of curriculum making.
DOI Link: 10.1080/00220272.2019.1637943
Rights: This 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 an Accepted Manuscript of an article published by Taylor & Francis Group in Journal of Curriculum Studies on 02 Jul 2019, available online:
Notes: Output Status: Forthcoming/Available Online

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