دانلود رایگان مقاله انگلیسی شروط برنامه درسی در خارج از کشور: زیرساخت ویکتوریایی برای حمایت از کارمندان - اشپرینگر 2018

Teachers as curriculum inquirers As the core practitioners of curriculum, teachers’ scholarship must be a central concern for any effort to regenerate curriculum inquiry. Yet the current state of curriculum in Australia tends to position teachers as mere implementers of curriculum decided elsewhere, and as needing to comply with already determined ‘standards’, responsible for student outcomes against accountability frameworks. There is little official space for most teachers to innovate, or even for whole-school innovation in curriculum, given performance-management criteria and the focus on requirements for improvement on NAPLAN scores, especially in lower-achieving schools. This does not mean that individual teachers haven’t stopped analysing their work and that of their students, nor that some schools have built significant professional learning communities to shape curriculum, including assessment and pedagogy. It does mean, however, that these tend now to be exceptions rather than the rule. Teachers need infrastructure to support their scholarship and too few are able to access the necessary resources, including time, to do so systematically and in depth. Nevertheless, as Garth Boomer (1999) always reminds us, teachers are, have been and continue to be key curriculum workers, inventors and theorists, and a (re)source of innovation and evolution of practices. In this paper, curriculum practitioners in all sectors are seen as potential curriculum theorists and knowledge-producers, alongside other curriculum workers in policy and advisory positions; however, my main focus is on schooling. Imagining new options for contemporary curriculum scholarship is assisted by historical sensibility, reminding us that practice is both conservative and also open to seemingly spontaneous shifts, only a few of which are incorporated into longer-term practices. Historical work is always a ‘history of the present’ because it is shaped by current questions, issues and needs to know, rather than a search for origins. It seeks a ‘genealogy’ to ‘account for the constitution of knowledges, discourses, domains of objects etc …’ (Foucault 1980, p. 117).