Managing curriculum change and 'ontological uncertainty' in tertiary education
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Other Title
Authors
Keesing-Styles, Linda
Nash, Simon
Ayres, Robert
Nash, Simon
Ayres, Robert
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2013
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
change management
curriculum reform
ontology
professional development
teacher identity
curriculum reform
ontology
professional development
teacher identity
ANZSRC Field of Research Code (2020)
Citation
Keesing-Styles, L., Nash, S., & Ayres, R. (2013). Managing curriculum change and 'ontological uncertainty' in tertiary education. Higher Education Research & Development Society of Australasia, 32 (1), 1-14. DOI:10.1080/07294360.2013.841655
Abstract
Curriculum reform at institutional level is a challenging endeavour. Those charged with leading this process will encounter both enthusiasm and multiple obstacles to teacher engagement including the particularly complex issue of confronting existing teacher identities. At Unitec Institute of Technology (Unitec), the ‘Living Curriculum’ initiative focused on whole-of-institution curriculum renewal and, in the process, acknowledged and addressed teacher beliefs and practices that variously supported and contested both the initiative itself and the professional development offerings that accompanied it. The related research project identified factors and processes that unsettle teachers, rendering them ‘insecure’, and strategies that have proven effective in supporting teachers through significant change in conceptions of curriculum, teaching and learning.
Publisher
Higher Education Research & Development Society of Australasia
Permanent link
Link to ePress publication
DOI
10.1080/07294360.2013.841655
Copyright holder
Higher Education Research & Development Society of Australasia
Copyright notice
All rights reserved