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Teachers’ Agency Development When Adapting the Colombian English Suggested Curriculum for High School
Desarrollo de la agencia docente en la implementación del currículo sugerido de inglés
DOI:
https://doi.org/10.15446/profile.v25n2.104627Keywords:
curriculum implementation, language policy, national suggested curriculum, teacher agency (en)agencia docente, currículo sugerido de inglés, implementación curricular, políticas lingüísticas (es)
This case study reports how three high-school teachers from two state schools in Colombia enacted the National English Suggested Curriculum by the Ministry of Education. The teachers’ trajectories of action were analyzed through semi-structured interviews, teachers’ narratives, and lesson observations. Using the ecological model of agency as a framework, we situated teachers’ steps within projective, iterational, and practical evaluative dimensions of agency. In this paper, we provide additional dimensions of teacher agency, which can help to expand theoretical and empirical knowledge in the field. Findings show that teachers cope with the changes derived from policy differently. The analysis presented in this paper can inform the creation and promotion of future curriculum policies in similar contexts.
Este estudio de caso reporta la agencia de tres profesoras de inglés de dos instituciones educativas públicas en Colombia en la adaptación del Currículo Sugerido de Inglés del Ministerio de Educación Nacional. Se analizaron las trayectorias de acción de las docentes a partir de entrevistas semiestructuradas, narraciones y observaciones de clase. Usando una adaptación del modelo de agencia docente, situamos las acciones de las docentes en las categorías iterativa, práctico-evaluativa y proyectiva. En este artículo presentamos dimensiones adicionales de agencia docente, con lo que buscamos contribuir al desarrollo empírico y teórico del campo de estudio. Los hallazgos demuestran que las docentes abordan la adaptación curricular de forma distinta. El análisis presentado puede aportar a la creación de políticas curriculares en el futuro.
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Copyright (c) 2023 Cindy Valdelamar González, Luzkarime Calle-Díaz
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