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Temporal Dissonance, Contextual Confusion and Risk: Learning from the Experiences of Teachers Living with Curriculum Change

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International Perspectives on Teachers Living with Curriculum Change

Part of the book series: International Perspectives on English Language Teaching ((INPELT))

Abstract

This chapter considers the main messages emerging from the teachers’ stories and how these help to explain the very limited success of the English teaching curriculum initiatives in most of the countries included. We see evidence of temporal dissonance between the concepts of teaching and learning and recommended teaching approaches introduced by English curricula, and those prevailing more widely within the existing educational culture; . Such dissonance, and other commonly mentioned factors, contributes to the state of contextual confusion evident in most of the stories, which in turn makes curriculum implementation professionally and personally risky for teachers.

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Author information

Authors and Affiliations

  1. University of Leeds, Leeds, UK

    Laura Grassick & Martin Wedell

Authors
  1. Laura Grassick
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  2. Martin Wedell
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Correspondence to Laura Grassick .

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Editors and Affiliations

  1. School of Education, University of Leeds, Leeds, United Kingdom

    Martin Wedell

  2. School of Education, University of Leeds, Leeds, United Kingdom

    Laura Grassick

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Grassick, L., Wedell, M. (2018). Temporal Dissonance, Contextual Confusion and Risk: Learning from the Experiences of Teachers Living with Curriculum Change. In: Wedell, M., Grassick, L. (eds) International Perspectives on Teachers Living with Curriculum Change. International Perspectives on English Language Teaching. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-54309-7_13

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  • DOI: https://doi.org/10.1057/978-1-137-54309-7_13

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  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-54308-0

  • Online ISBN: 978-1-137-54309-7

  • eBook Packages: Social SciencesSocial Sciences (R0)

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