External Reform Initiatives and Teachers' Efforts to Reconstruct Their Practice: The Mediating Role of Teachers' Zones of Enactment
Item
Title
External Reform Initiatives and Teachers' Efforts to Reconstruct Their Practice: The Mediating Role of Teachers' Zones of Enactment
Abstract/Description
This paper considers the interplay of teachers' capacity and will to reconstruct their mathematics practice with teachers' incentives and opportunities to learn as these are mobilized by the school system and agencies beyond the formal system. Comparing those teachers in the study who had changed the core of their practice substantially with those teachers who had not, it is argued that teachers' zones of enactment play a crucial role in their implementation of instructional reform. The zones of enactment of those teachers who had changed the core of their practice are characterized and it is conjectured that the extent to which teachers revise their practice will depend on the characteristics of their zones of enactment.
Author/creator
Date
In publication
Volume
31
Issue
2
Pages
143-175
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0022-0272
Citation
Spillane, J. P. (1999). External Reform Initiatives and Teachers’ Efforts to Reconstruct Their Practice: The Mediating Role of Teachers’ Zones of Enactment. Journal of Curriculum Studies, 31(2), 143–175. https://doi.org/10.1080/002202799183205
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