Curriculum for excellence: transformational change or business as usual?

Authors

  • Mark Priestley University of Stirling

DOI:

https://doi.org/10.25755/int.1541

Keywords:

Curriculum for Excellence (CfE), Teachers, Criticism, Curriculum

Abstract

Scotland’s Curriculum for Excellence (CfE) is a good example of a new breed of national curriculum; a curricular model that seeks to combine top-down government prescription with bottom-up school-based curriculum development by teaching professionals. However, in developing a renewed view of teachers as agents of change and relaxing curriculum prescription, CfE has attracted criticism for its vagueness in terms of content and for a mix-and-match approach and seemingly atheoretical design. This paper engages in a critique of CfE, and proposes a process by which practitioners may make sense of and enact the new curriculum.

Author Biography

Mark Priestley, University of Stirling

Professor Associado do Instituto de Educação da Universidade de Lisboa. Áreas de investigação: Didáctica das ciências; Conhecimento e desenvolvimento profissional de professores; A discussão de questões sociocientíficas na educação em ciências; Integração das TIC na educação em ciências.

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Published

2012-12-28

How to Cite

Priestley, M. (2012). Curriculum for excellence: transformational change or business as usual?. Interacções, 8(22). https://doi.org/10.25755/int.1541

Issue

Vol. 8 No. 22 (2012): Contextualização curricular: princípios e práticas

Section

Número 22 - Contextualização curricular: princípios e práticas

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