Secondary English in the Australian curriculum: Tasmanian teachers’ perceptions of implementation – a conceptual overview
Contribuinte(s) |
Fitzallen, Noleine Reaburn, Robyn Fan, Si |
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Data(s) |
01/01/2014
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Resumo |
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. |
Identificador | |
Idioma(s) |
eng |
Publicador |
Sense Publishers |
Relação |
http://dro.deakin.edu.au/eserv/DU:30061935/allen-secondaryenglish-2014.pdf |
Direitos |
2014, Sense Publishers |
Palavras-Chave | #Australian curriculum #teacher perceptions #Tasmanian school education |
Tipo |
Book Chapter |