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Conflicting goals of educational action: a study of teacher agency from a transactional realism perspective
Örebro University. (Democracy and Education)
Linnaeus University, Faculty of Social Sciences, Department of Education. (Studies in Curriculum, Teaching and Evaluation (SITE))ORCID iD: 0000-0001-5554-6041
2018 (English)In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, Vol. 29, no 1, p. 134-149Article in journal (Refereed) Published
Abstract [en]

This study focuses on the different ways in which teachers relatetheir situational agency and professional assignment to the nationalcurriculum content and curriculum dilemmas. It builds theoreticallyon transactional realism and empirically on analyses of interviewswith teachers, exploring the nature of teacher agency during theenactment of a new Swedish curriculum reform. To uphold a dualperspective of teachers’ relation to the curriculum as bothcollectively and individually experienced and as both an ideal andrealistic–practical relation, we term the future as ‘projectiveexperiences’, the presence as ‘practical-evaluative experiences’ andthe past ‘iterational experiences’ in relation to agency. Especially,we are interested in the ‘what’ in the curriculum – what theteachers find intriguing, important or impossible and what affectshow they relate to the curriculum as part of the multidimensionalstructures influencing their agency. This approach reveals that thecrucial issue of teacher agency is related to the policy discourse onknowledge and equity as standards and the uniformity ofassessment and its pedagogical consequences.

Place, publisher, year, edition, pages
London: Routledge, 2018. Vol. 29, no 1, p. 134-149
Keywords [en]
Curriculum; teacher agency; transactional realism; educational reform; Sweden
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
URN: urn:nbn:se:lnu:diva-68965DOI: 10.1080/09585176.2017.1400449OAI: oai:DiVA.org:lnu-68965DiVA, id: diva2:1159802
Projects
This study is part of the research project ‘Theory-based evaluation of the curriculum Lgr 11’, which is financed by the Swedish Institute for the Evaluation of Labour Market and Education PolicyAvailable from: 2017-11-23 Created: 2017-11-23 Last updated: 2018-03-02Bibliographically approved

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Wahlström, Ninni

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf