A contextual analysis of secondary home economic teachers' agency in a time of mandatory curriculum change
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Gayle Jenkins Thesis
(PDF 2MB)
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Description
This qualitative research explored secondary Home Economics teachers' perceptions of their teacher agency to influence classroom, department and school level curriculum decision making. Teachers responded to curriculum change with proactive, reactive and/or passive agency. Findings indicated that teachers' perceptions of their classroom agency remained high. However, agency decreased at department and school levels. Recent changes in schools as a result of the Australian Curriculum; NAPLAN and Queensland Studies Authority have resulted in changes that have been detrimental to teacher agency. Agency was enacted differently depending on whether change was teacher initiated or mandated by authority.
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| ID Code: | 76340 |
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| Item Type: | QUT Thesis (PhD) |
| Supervisor: | Tangen, Donna, Ehrich, Lisa, & Spooner-Lane, Rebecca |
| Keywords: | curriculum change, collegial support, teacher identity, Professional Development, Self efficacy, Triadic Reciprocality Causation Model, teacher agency |
| Divisions: | Past > QUT Faculties & Divisions > Faculty of Education Past > Schools > School of Cultural & Professional Learning Past > Research Centres > Office of Education Research |
| Institution: | Queensland University of Technology |
| Deposited On: | 20 Oct 2014 04:53 |
| Last Modified: | 04 Sep 2017 14:41 |
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