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Teachers' Professional Discretion and the Curricula

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Title: Teachers' Professional Discretion and the Curricula
Language: English
Authors: Boote, David N.
Source: Teachers and Teaching: Theory and Practice. Aug 2006 12(4):461-478.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Physical Description: PDF
Page Count: 18
Publication Date: 2006
Document Type: Journal Articles
Reports - Descriptive
Education Level: Adult Education
Descriptors: Decision Making Skills, Evaluative Thinking, Educational Policy, Policy Analysis, Professional Autonomy, Professional Development, Teacher Education, Curriculum Implementation, Performance Factors, Knowledge Base for Teaching, Theory Practice Relationship, Instructional Leadership
DOI: 10.1080/13450600600644319
ISSN: 1354-0602
Abstract: At the heart of many current debates about curriculum and curriculum policy is an inadequately conceptualized and articulated notion of teachers' professional discretion. This paper begins to detail a normative and descriptive theory of the social and individual conditions required for the development of professional discretion. A better understanding of teachers' professional discretion should enable professional curriculum developers and policy writers to help teachers to adapt to the dynamic, complex social conditions of schooling. (Contains 15 notes.)
Abstractor: As Provided
Number of References: 55
Entry Date: 2008
Accession Number: EJ819775
Database: ERIC
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: At the heart of many current debates about curriculum and curriculum policy is an inadequately conceptualized and articulated notion of teachers' professional discretion. This paper begins to detail a normative and descriptive theory of the social and individual conditions required for the development of professional discretion. A better understanding of teachers' professional discretion should enable professional curriculum developers and policy writers to help teachers to adapt to the dynamic, complex social conditions of schooling. (Contains 15 notes.)
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