Teachers' sensemaking in curriculum policy enactment in Myanmar

This study is related to how do teachers make sense in new curriculum policy while they enact it in their classroom. Seven primary school teachers participated in the research. This study used the methods of analysing the documents related to the curriculum policy, interviewing the teachers who enacted the new curriculum and observing how teachers enacted the policy in their classrooms. It was found that teachers’ perception of their achievement to make sense to the policy, organizational and social supports to the teachers and their beliefs related to their students and profession are important for policy enactment in their classrooms