Teacher mediation of curriculum making: the role of reflexivity

ABSTRACT

This research explores curriculum making by teachers and offers a nuanced way of understanding these practices through the concept of reflexivity. The study draws from a collective case study of teachers in an online focus group, in order to identify and analyse diverse thinking on the curriculum making by teachers from Scotland and Wales. A WordPress® page was set up to generate both synchronous and asynchronous discussions over a period of five weeks to discuss curricular issues. Six teachers from Scotland and three teachers from Wales participated in the discussions. Data collection tools comprised iteratively designed interview questions and an Internal Conversation Indicator (ICONI), for indicating participants’ dominant mode of reflexivity. Data were analysed thematically, drawing from Margaret Archer’s theoretical constructs relating to reflexivity and internal conversation. Data analysis suggests that reflexivity provides a useful lens for understanding teachers’ particular approaches to curriculum making. The research suggests that curriculum making practices can be understood, at least partially, in relation to different modes of reflexivity. Further research is needed to substantiate these arguments and provide a richer picture of curriculum making.

KEYWORDS:

• Curriculum making
• reflexivity
• teacher agency
• Scotland
• Wales

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Further details on these elements can be found here: https://bit.ly/2iXHx9h.

2. Estyn is the Welsh schools inspectorate (see https://www.estyn.gov.wales/language).

3. Further details on these elements can be found here: https://beta.gov.wales/new-curriculum.

4. Further information on the qualifications can be found here: https://scqf.org.uk/.

Additional information

Funding

This work was supported by the University of Stirling match studentship with the Scottish Government.

Notes on contributors

Sinem Hizli Alkan

Sinem Hizli Alkan is a doctoral student in Education at the University of Stirling. Her PhD relates to curriculum making by teachers in Scotland and Wales. Her research interests include teachers’ reflexivity, ego-network analysis and curriculum making. E-mail: [email protected]

Mark Priestley

Mark Priestley is Professor of Education and the director of the Stirling Network for Curriculum Studies. He is also the lead editor of the Curriculum Journal. His research interests relate to curriculum theory, the professional work of teachers, and curriculum policy and practice. E-mail: [email protected]