Curriculum making as professionalism-in-context: the cases of two elementary school teachers amidst curriculum change in Cyprus

Stavroula KontovourkiDepartment of Education, University of Cyprus, Nicosia, CyprusCorrespondence[email protected]

http://orcid.org/0000-0001-8994-7222 View further author information

Stavroula PhilippouDepartment of Education, University of Cyprus, Nicosia, Cyprus

http://orcid.org/0000-0003-1488-8015 View further author information

Eleni TheodorouDepartment of Education Sciences, European University-Cyprus, Nicosia, Cyprus

http://orcid.org/0000-0001-8143-6348 View further author information

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Siobhan Dickens. (2021) Intentional, tacit, contingent: knowledge recontextualization in the official History curriculum - a Critical Discourse Analysis. Journal of Curriculum Studies 53:5, pages 692-710.
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Sinem Hizli Alkan & Mark Priestley. (2019) Teacher mediation of curriculum making: the role of reflexivity. Journal of Curriculum Studies 51:5, pages 737-754.
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