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Conflicting goals of educational action: a study of teacher agency from a transactional realism perspective
Örebro University, School of Humanities, Education and Social Sciences. (Utbildning och Demokrati)ORCID iD: 0000-0002-8409-9196
Department of Education, Linnaeus University, Växjö, Sweden.
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 relate their situational agency and professional assignment to the national curriculum content and curriculum dilemmas. It builds theoretically on transactional realism and empirically on analyses of interviews with teachers, exploring the nature of teacher agency during the enactment of a new Swedish curriculum reform. To uphold a dual perspective of teachers’ relation to the curriculum as both collectively and individually experienced and as both an ideal and realistic–practical relation, we term the future as ‘projective experiences’, the presence as ‘practical-evaluative experiences’ and the past ‘iterational experiences’ in relation to agency. Especially, we are interested in the ‘what’ in the curriculum – what the teachers find intriguing, important or impossible and what affects how they relate to the curriculum as part of the multidimensional structures influencing their agency. This approach reveals that the crucial issue of teacher agency is related to the policy discourse on knowledge and equity as standards and the uniformity of assessment and its pedagogical consequences.

Place, publisher, year, edition, pages
Routledge, 2018. Vol. 29, no 1, p. 134-149
Keywords [en]
Curriculum, teacher agency, transactional realism, educational reform, Sweden
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-66248DOI: 10.1080/09585176.2017.1400449ISI: 000432636600009Scopus ID: 2-s2.0-85034733720OAI: oai:DiVA.org:oru-66248DiVA, id: diva2:1194253
Funder
Institute for Evaluation of Labour Market and Education Policy (IFAU), 166/12Available from: 2018-03-29 Created: 2018-03-29 Last updated: 2018-06-05Bibliographically approved

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Bergh, Andreas

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Citation style
  • apa
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  • de-DE
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  • nn-NB
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  • Other locale
More languages
Output format
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