School of Education >
School of Education Journal Articles >
Please use this identifier to cite or link to this item:
|Appears in Collections:||School of Education Journal Articles|
|Peer Review Status: ||Refereed|
|Title: ||Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio-cultural perspective on professional development and change|
|Author(s): ||Wallace, Carolyn|
|Contact Email: ||firstname.lastname@example.org|
|Keywords: ||professional development|
|Issue Date: ||Sep-2011|
|Publisher: ||Taylor & Francis (Routledge)|
|Citation: ||Wallace C & Priestley M (2011) Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio-cultural perspective on professional development and change, Journal of Curriculum Studies, 43 (3), pp. 357-381.|
|Abstract: ||The purpose of this study was to investigate socio-cultural factors underpinning curriculum change by examining teacher beliefs in the context of professional development. Scottish teachers in the study were participating in policy implementation based on formative assessment. We selected teachers who were positive about the formative assessment initiative, so as to examine the interrelationships amongst beliefs, policy and practices when teachers intended to implement curriculum innovation. The aims of the study were to investigate: (a) the nature of teachers‟ beliefs about teaching, learning and the professional development programme; (b) how those beliefs influenced the teachers‟ mediation of reform policy in their own classrooms; and (c) points of resonance or tension between teacher‟s beliefs and the council‟s philosophy towards and management of policy implementation. A qualitative interpretive cross-case study approach was used with five participant teachers from different secondary subject areas. Results suggested that the unique stance of district administrators to give teachers the opportunity to create their own reform methods, a “bottom up” mode of implementation, appeared to be a significant factor in promoting the reform policy.|
|Type: ||Journal Article|
|DOI Link: ||http://dx.doi.org/10.1080/00220272.2011.563447|
|Rights: ||Published in Journal of Curriculum Studies by Taylor & Francis (Routledge).; This is an electronic version of an article published in Journal of Curriculum Studies, in press. Journal of Curriculum Studies is available online at: http://www.tandf.co.uk/journals/titles/00220272.asp; The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work. 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.|
|Notes: ||This article is still in press although while available on IFirst. We do not yet have a publication date|
|Affiliation: ||Auburn University|
Initial Teacher Education
Files in This Item:
|Highland jcs_final.pdf||250.15 kB||Adobe PDF||Under Embargo
Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependant on the depositor still being contactable at their original email address.
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.