Teachers' Curriculum Stories: Perceptions and preparedness to enact change

Within the specific context of The Australian Curriculum: The Arts, this paper explores how teachers of the Arts and teacher educators encounter and enact curriculum change. Adopting Ewing's notion that curriculum is a complex web of varying stories and storylines that are impacted on by teache...

Full description

Saved in:
Bibliographic Details
Published in:Educational philosophy and theory 2016-12, Vol.48 (13), p.1336-1351
Main Authors: MacDonald, Abbey, Barton, Georgina, Baguley, Margaret, Hartwig, Kay
Format: Article
Language:English
Subjects:
Art Education
Art Teachers
Arts
Arts curriculum
Arts education
Arts teachers
Attitudes
Australia
Change agents
Creative arts
Creative Thinking
Curricula
Curriculum change
Curriculum design
Curriculum Development
Curriculum Implementation
Educational Change
Educational Philosophy
Flexibility
Foreign Countries
Individual Characteristics
Interviews
narrative inquiry
National Curriculum
Personality Traits
Qualitative Research
Reflective teaching
Resilience
Resilience (Psychology)
Teacher Attitudes
Teacher Characteristics
Teacher Educators
Teachers
Thinking Skills
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Within the specific context of The Australian Curriculum: The Arts, this paper explores how teachers of the Arts and teacher educators encounter and enact curriculum change. Adopting Ewing's notion that curriculum is a complex web of varying stories and storylines that are impacted on by teachers' underlying philosophy, we suggest that Arts teachers embrace the intent behind The Australian Curriculum: The Arts. This paper unearths and explores insights gleaned from teachers looking inward and reflecting on their own personal curriculum journeys. The learning dimensions of conceptualising, experimenting and developing, reflecting, resolving and communicating are applied to investigate the implementation of the new curriculum. This article shares data from a number of Arts teachers' interviews with the authors in relation to their thoughts on the implementation of the new curriculum. Two key themes emerged from these interviews, these being navigating challenges and the implications of personal attributes in encountering and enacting change. Interestingly, a number of qualities associated with Arts practitioners such as creative and lateral thinking, resilience and flexibility emerge as significant contributing factors in regard to how teachers encounter, enact and become curriculum change.
ISSN:0013-1857
1469-5812
1469-5812
DOI:10.1080/00131857.2016.1210496