Secondary English in the Australian curriculum: Tasmanian teachers’ perceptions of implementation – a conceptual overview
Moran, Amanda, Budd, Yoshi, Allen, Jeanne and Williamson, John 2014, Secondary English in the Australian curriculum: Tasmanian teachers’ perceptions of implementation – a conceptual overview. In Fitzallen, Noleine, Reaburn, Robyn and Fan, Si (ed), The future of educational research: perspectives from beginning researchers, Sense Publishers, Rotterdam, The Netherlands, pp.53-66.
Australian school curricula are currently being reformed with the nation-wide introduction of the Australian Curriculum, designed to bring national subject content and assessment standard conformity through the detailing of the “core knowledge, understanding, skills and general capabilities [that are deemed] important for all Australian students” (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2008). The reform and implementation of any curriculum requires well- structured planning, and at the school level, curriculum implementation requires the input of teachers – the frontline stakeholders. Research suggests that the implementation of a new curriculum requires concentrated support to ensure that teachers are able to work and progress through professional learning effectively (Mulford, 2008; Australian Curriculum Coalition, 2010). This chapter is presented in two parts: a discussion about the incoming Australian Curriculum: English, and an outline of a proposed qualitative case study that will examine English teachers’ perceptions of the implementation of the Australian Curriculum: English in Tasmania.
ISBN
9462095108 9789462095106
Language
eng
Field of Research
130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.
Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO.
If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.
Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.