ABSTRACT

Curriculum materials (schemes of work, lesson plans, etc.) play a complex and pivotal role in school and teacher practices. The adaptation and development of curriculum materials often constitute part of teacher professional development (PD) activities. However, compared with research examining the relationship between PD and teacher professional change, the role of curriculum materials in professional learning remains under-researched and under-theorised. We address this gap by applying a multi-perspectival approach to data from a PD programme in which teachers were supported to develop curriculum materials. We use an interconnected model to analyse the role of curriculum materials in catalysing change in individual teachers’ practice. Our use of Boundary Theory proposes that curriculum material adoption is mediated by the solidity of boundaries between school practice and research findings, and Actor-Network Theory perspectives examine the assemblage of networked relations within and beyond schools that are entangled in curriculum materials. We highlight how combining linear and non-linear perspectives may contribute to improved understanding of the complexity of supporting teachers’ learning and use our analyses to outline implications of using curriculum materials in teacher professional development.

摘要

课程材料（工作计划，课程计划等）在学校和教师实践中起着复杂而关键的作用。课程材料的改编和开发通常构成教师专业发展（PD）活动的一部分。但是，与研究PD和教师专业变革之间关系的研究相比，课程材料在专业学习中的作用仍处于研究不足和理论化的状态。我们通过对PD项目中的数据应用多视角方法来解决这一差距，在PD项目中，教师得到了支持以开发课程材料。我们使用一个相互联系的模型来分析课程材料在促进教师个人实践的变化中的作用。我们对边界理论的使用提出，课程材料的采用是由学校实践和研究结果之间的边界的牢固性来介导的，而演员网络理论的观点则考察了学校内部和外部与课程材料纠缠在一起的网络关系的组合。我们强调线性和非线性观点的结合如何有助于更好地理解支持教师学习的复杂性，并使用我们的分析来概述使用课程材料对教师专业发展的影响。