|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Teachers' accounts of their curriculum use: external contextual influences during times of curriculum reform|
|Author(s):||Bradfield, Kylie Zee|
|Citation:||Bradfield KZ & Exley B (2020) Teachers' accounts of their curriculum use: external contextual influences during times of curriculum reform. The Curriculum Journal, 31 (4), pp. 757-774. https://doi.org/10.1002/curj.56|
|Abstract:||Curriculum reform is often described as being dependent on teachers’ advancement of reform principles. Many studies report the reasons for whether teachers engage with a new curriculum, and these reasons have focused on internal, personal influences including disconnections between curriculum and teachers’ beliefs and practices. This study investigates nine Australian primary teachers’ accounts of their use of a new English curriculum from data obtained through semi-structured interviews. A thematic content analysis approach was used to analyse the interview transcripts, illustrating significant differences among the teachers in their use of the intended curriculum. The analysis provided four distinct influences on their curriculum use: the provision of professional development; curriculum and leadership roles; use of alternative or additional materials; and schools’ prioritisation of particular learning areas. The findings demonstrate that the consistent use of these curriculum materials, as intended by designers, was appreciably influenced by factors external to the teachers. Implications for curriculum designers include the need for greater consideration of external contextual influences, such as: opportunities for teachers to access professional development, consideration of curriculum roles within schools, the thoughtful provision of additional or alternate curriculum materials, and recognition of the prioritisation of particular learning areas by schools.|
|Rights:||© 2020 The Authors. The Curriculum Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association This is an open access article under the terms of the Creative Commons Attribution‐NonCommercial‐NoDerivs License (https://creativecommons.org/licenses/by-nc-nd/4.0/), which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and no modifications or adaptations are made|
|curj.56.pdf||Fulltext - Published Version||98.36 kB||Adobe PDF||View/Open|
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