ABSTRACT

This study examines the experiences of teachers in the Republic of Ireland, as agents of the pedagogic device, in enacting curriculum policy at the micro level of the classroom. It explores their enactment of policy at a time of significant curriculum reform of junior secondary school education. Drawing upon the findings of in-depth interviews with teachers, this study integrates Bernstein’s Theory of ‘Pedagogic Device’ with Ball’s concept of ‘policy enactment’ and ‘policy actor’ and provides valuable insights into the development of curriculum policy at the macro level and how this is translated and enacted at the micro classroom level. It explores teachers’ experiences in translating the subject knowledge and pedagogical practices in the classroom and how these align to the official curriculum policy. Moreover, the study provides an insight into the correlation between the classification and framing of a subject and its perceived status among teachers and students. Particularly, the balance between the common and esoteric discourses and how this has a strong influence on the positioning of subjects in a school is explored.

抽象的

这项研究考察了作为教学设备代理商的爱尔兰共和国教师在课堂的微观层面制定课程政策的经验。它探索了在初中教育重大课程改革时他们的政策制定。这项研究基于对教师的深入访谈的发现，将伯恩斯坦的“教学手段”理论与鲍尔的“政策制定”和“政策参与者”的概念相结合，并为宏观课程政策的发展提供了宝贵的见解。在微型教室一级如何翻译和实施此法规。它探讨了教师在课堂上翻译学科知识和教学实践的经验，以及这些经验如何与官方课程政策保持一致。而且，这项研究提供了对主题的分类和框架与其在教师和学生之间的感知状态之间的相关性的见解。特别是，探讨了普通话语和深奥话语之间的平衡，以及这如何对学校中科目的定位产生强烈影响。