Involving Teachers in the Change Process: One English Language Teacher’s Account of Implementing Curricular Change in Philippine Basic Education
Through the experiences of a Filipino English teacher who was actively involved in both initial consultations about curriculum content and new textbook design, Vilches highlights the value of such involvement in helping the teacher to make sense of the changes. The teacher’s story illustrates the important link between planners’ willingness to establish genuine communication with local implementers at the initiation stage of any curriculum reform process, and the extent to which teachers feel empowered to bring about desired changes in the classroom. Vilches also reasserts the importance of viewing any national curriculum change as a process not an event, and so of planning ongoing support to those tasked with implementing change.
- Alberto, R., and S. Gabinete. 2014. Levelling up to ASEAN community 2015: Basic education reforms in the Philippines. Proceedings of the 7th international conference on educational reform (ICER 2014), Innovations and Good Practices in Education: Global Perspectives, 123–135. Available at http://www.icer.msu.ac.th/index/paper/fullpaper/13.Rosario%20P.%20Alberto.pdf. Accessed 6 July 2015.
- Bascia, N., and A. Hargreaves. 2000. Teaching and leading on the sharp edge of change. In The sharp edge of change: Teaching, leading and the realities of reform, ed. N. Bascia and A. Hargreaves. London: Routledge/Falmer.Google Scholar
- Briefer on the Enhanced K-12 Basic Education Program. Available at http://www.gov.ph/2010/11/02/briefer-on-the-enhanced-k12-basic-education-program/. Accessed 1 July 2016.
- Department of Education. 2013. K-12 Curriculum Guide: English (MS). pp. 1–166. Available at http://deped.gov.ph/sites/default/files/page/2015/English%20CG%20Grade%201-10%20July%202015.pdf. Accessed 6 April 2015.
- Fullan, M. 2007. The new meaning of educational change, 4th ed. Abingdon, Oxon: Routledge.Google Scholar
- Kennedy, C. 1983. Language planning and language education. London: Unwin Hyman.Google Scholar
- Lee, J. C.-K., and H-B. Yin. 2011. Teachers’ emotions and professional identity in curriculum reform: A Chinese perspective. The Journal of Educational Change 12: 25–46.Google Scholar
- Markee, N. 1997. Managing curricular innovation. Cambridge: Cambridge University Press.Google Scholar
- Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program. Available at http://www.deped.gov.ph/sites/default/files/order/2015/DO_s2015_08.pdf. Accessed on 7 July 2016.
- Republic Act No 10533. 2013. MS. Republic of the Philippines. pp. 1–7.Google Scholar
- Vilches, M.L.C. 2005. Learning to learn: Perspectives from the Philippines English Language Teaching Project. In Teaching English from a global perspective (Case studies In Tesol practice series), ed. A. Burns, 113–127. Virginia: TESOL.Google Scholar
- Vilches, M.L.C. 2009. The Philippine experience of reflective practice in INSET teacher development initiatives. In English education in Asia: History and policies, ed. Y.E. Choi and B. Spolsky, 115–139. Seoul: AsiaTEFL.Google Scholar
- Waters, A., and M. Vilches. 2012. ‘Tanggap, tiklo, tago’ (receive, fold, keep): Perceptions of best practice in ELT INSET. Report on British Council English Language Research Award Project, 2009: Identifying Best Practice in ELT INSET. ELT Research Papers 12-01. Available at http://www.teachingenglish.org.uk/publications. Accessed 8 October 2016.
- Waters, A., and M. Vilches. 2013. The management of change. In Innovation and change in English language education, ed. K. Hyland and L. Wong, 58–72. Oxon: Routledge.Google Scholar
- Wedell, M. 2009. Planning for educational change—putting people and their contexts first. London: Continuum.Google Scholar