There has been some exploration of the conceptualisation of teachers as change agents within educational change literature. While this body of work does consider how teachers understand, harness and influence the process of curriculum change, within the policy rhetoric and educational change literature there is limited reference made to how the change agent role is translated into practice. To illustrate the complex nature of the change process this paper explores the experiences of generalist primary teachers at the ‘chalk face’ as they initiate physical education curriculum change within their school contexts. This paper reports on the findings of a study investigating how five Scottish primary teachers with a postgraduate qualification i...
Teachers themselves play a key role in school development. Every school needs teachers who are ‘chan...
This paper analyses the impact of a nationwide one-year physical education (PE) professional develop...
The focus of this article is how to ensure (beginning) teachers’ needs as practitioners are part of ...
There has been some exploration of the conceptualisation of teachers as change agents within educati...
Curriculum for Excellence (CfE, 2004), Scotland’s most recent curricular reform, adopted in 2010, p...
This thesis investigates the experiences of generalist primary teachers, in Scotland, as they insti...
The Teacher Agency and Curriculum Change project began in March 2011, and will run until May 2012. T...
Change agents are individuals who can successfully transform aspects of how organisations operate. I...
This study reports on a large-scale survey on primary school teachers’ perceptions of being change a...
Abstract In Scotland, substantial changes in the management of education at national, local authorit...
In the wake of new forms of curricular policy in many parts of the world, teachers are increasingly ...
Change agents are individuals who can successfully transform aspects of how organisations operate. I...
Robert White - ORCID: 0000-0001-8782-9791 https://orcid.org/0000-0001-8782-9791Item not available i...
peer-reviewedThe focus of this article is how to ensure (beginning) teachers' needs as practitioners...
Teachers themselves play a key role in school development. Every school needs teachers who are ‘chan...
Teachers themselves play a key role in school development. Every school needs teachers who are ‘chan...
This paper analyses the impact of a nationwide one-year physical education (PE) professional develop...
The focus of this article is how to ensure (beginning) teachers’ needs as practitioners are part of ...
There has been some exploration of the conceptualisation of teachers as change agents within educati...
Curriculum for Excellence (CfE, 2004), Scotland’s most recent curricular reform, adopted in 2010, p...
This thesis investigates the experiences of generalist primary teachers, in Scotland, as they insti...
The Teacher Agency and Curriculum Change project began in March 2011, and will run until May 2012. T...
Change agents are individuals who can successfully transform aspects of how organisations operate. I...
This study reports on a large-scale survey on primary school teachers’ perceptions of being change a...
Abstract In Scotland, substantial changes in the management of education at national, local authorit...
In the wake of new forms of curricular policy in many parts of the world, teachers are increasingly ...
Change agents are individuals who can successfully transform aspects of how organisations operate. I...
Robert White - ORCID: 0000-0001-8782-9791 https://orcid.org/0000-0001-8782-9791Item not available i...
peer-reviewedThe focus of this article is how to ensure (beginning) teachers' needs as practitioners...
Teachers themselves play a key role in school development. Every school needs teachers who are ‘chan...
Teachers themselves play a key role in school development. Every school needs teachers who are ‘chan...
This paper analyses the impact of a nationwide one-year physical education (PE) professional develop...
The focus of this article is how to ensure (beginning) teachers’ needs as practitioners are part of ...