Teachers as national curriculum makers: does involvement equal influence?
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| Title: | Teachers as national curriculum makers: does involvement equal influence? |
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| Authors: | Finnanger, Tiril Smerud1 tiril.s.finnanger@usn.no, Prøitz, T. S.1 |
| Source: | Journal of Curriculum Studies. Apr2024, Vol. 56 Issue 2, p220-234. 15p. |
| Subject Terms: | *Teacher participation in curriculum planning, *Curriculum change, *National curriculum, *Education policy, *Qualitative research, *Education research |
| Geographic Terms: | Norway |
| Abstract: | Against the backdrop of curriculum reform in Norway, this article presents a study of teacher involvement and influence in national curriculum making through participation in official commentary processes. Education policy documents presented teacher involvement in the reform as essential to the legitimacy and ownership of the curriculum in schools, but a central question in this study is whether involvement in the process also means influence over the final curriculum. The study focuses on a central new element of the curriculum, the interdisciplinary topic democracy and citizenship, and analyses how teachers influenced the content of the new curriculum. Qualitative document analysis and reflexive thematic analysis were applied to curriculum drafts, responses to an official commentary process, and the final curriculum. The analysis shows that teachers' opinions were backgrounded throughout the development process, while the content suggested by educational experts was foregrounded. In the final curriculum, the teachers' suggestions for content were omitted. The findings may have consequences for future reforms as well as for curriculum interpretation and operationalization in schools. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Against the backdrop of curriculum reform in Norway, this article presents a study of teacher involvement and influence in national curriculum making through participation in official commentary processes. Education policy documents presented teacher involvement in the reform as essential to the legitimacy and ownership of the curriculum in schools, but a central question in this study is whether involvement in the process also means influence over the final curriculum. The study focuses on a central new element of the curriculum, the interdisciplinary topic democracy and citizenship, and analyses how teachers influenced the content of the new curriculum. Qualitative document analysis and reflexive thematic analysis were applied to curriculum drafts, responses to an official commentary process, and the final curriculum. The analysis shows that teachers' opinions were backgrounded throughout the development process, while the content suggested by educational experts was foregrounded. In the final curriculum, the teachers' suggestions for content were omitted. The findings may have consequences for future reforms as well as for curriculum interpretation and operationalization in schools. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00220272 |
| DOI: | 10.1080/00220272.2024.2307450 |
