A tale of two teachers: teachers' responses to an imposed curriculum reform

Abstract

This article describes the impact of a curriculum reform on the professional lives of two teachers in a school that experienced rapid change, which is characterised in terms of four phases. Although they taught in the same school, their professional development followed different paths as, given their different positions in the hierarchy, they experienced the same events in different ways. Both teachers became more active during the course of the reform and influenced the reform effort, but for different reasons and in very different ways.