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dc.contributor.authorPriestley, M.en
dc.contributor.authorBiesta, G. J.en
dc.contributor.authorPhilippou, Stavroulaen
dc.contributor.authorRobinson, S.en
dc.contributor.editorWyse, D.en
dc.contributor.editorHayward, L.en
dc.contributor.editorPandya, P.en
dc.creatorPriestley, M.en
dc.creatorBiesta, G. J.en
dc.creatorPhilippou, Stavroulaen
dc.creatorRobinson, S.en
dc.description.abstractA key debate in the curriculum field has centred on the extent to which teachers should or could achieve agency over the curriculum they enact. Threats to teacher agency have come from top-down control of curricula, either through input regulation (prescription of content, methods and/or teaching materials) or output regulation (steering through outcomes). Drawing upon an ecological model to explore the concept of teacher agency, this chapter will illustrate through empirical research conducted in Scotland and Cyprus, how it manifests in various ways through teachers’ work. The chapter concludes with a discussion of why it is important to understand and take into account teacher agency when formulating and developing curriculum policy.en
dc.publisherSAGE Publications Ltden
dc.sourceThe SAGE Handbook of Curriculum, Pedagogy and Assessmenten
dc.titleThe teacher and the curriculum: exploring teacher agency.en
dc.description.endingpage201Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and EducationΤμήμα Επιστημών της Αγωγής / Department of Education
dc.type.uhtypeBook Chapteren
dc.contributor.orcidPhilippou, Stavroula [0000-0003-1488-8015]

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