This article presents the findings of a study that asked teachers to narrate their interactions with learners from the perspective of the curriculum that the school adopted. Thirteen female teachers, employed at eight special secondary schools for children with profound and multiple learning difficulties in England, participated in the research. They narrated their experiences, which were consequently subject to phenomenological hermeneutic analysis. All the teachers displayed a high degree of individuality and conceptualised their work not straightforwardly as teaching the espoused curriculum, but rather as they themselves being the ?curriculum-in-action?, with their practice lying alongside and only obliquely cognisant of their school's explicit provision. The narratives disclosed ongoing conflict with school leaders being interpreted as a threat to their specific pedagogic practices as well as their professionalism. The research raises questions about the ability of the ?special curriculum? to be truly responsive to pupils' needs within this complex pedagogical environment.

中文翻译：

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对具有深远和多重学习困难的孩子的课程如何塑造和如何由他们的老师的实践进行叙述性探索

本文介绍了一项研究的结果，该研究要求教师从学校采用的课程的角度叙述他们与学习者的互动。在英格兰的八所特殊中学里，有十三名女教师受雇为有深远和多重学习困难的儿童，他们参加了这项研究。他们叙述了自己的经历，因此经历了现象学的解释学分析。所有的老师都表现出高度的个性化，并在教学过程中不直接将他们的工作概念化，而是作为他们自己的“行动课程”，他们的实践与学校并肩而立，并且只是倾斜地意识到学校的明确规定。 。叙述中透露，与学校领导者之间的持续冲突被解释为对他们特定的教学实践及其专业精神的威胁。该研究提出了有关“特殊课程”能力的问题。在这种复杂的教学环境中真正响应学生的需求。