Involving Teachers in the Change Process: One English Language Teacher’s Account of Implementing Curricular Change in Philippine Basic Education
In contrast to the many gloomy accounts of curriculum change reported in the literature, this chapter provides an example of an exceptional and dedicated teacher who is successfully dealing with a new curriculum and textbook. The case provides a particular example of some conditions that are likely to promote successful curriculum change implementation. It highlights how involving teachers in the change process through awareness raising initiatives and textbook design makes a difference to how they make sense of the changes required of them. Through the experiences of this teacher, the chapter also raises issues of supportive student assessment, training for all stakeholders and the importance of viewing national curriculum change as a process not an event. While the case focuses on an exceptional teacher, some of the challenges that other teachers are likely to face are also highlighted, with implications for policy makers and change planners.
Vilches, Maria Luz C. (2018). Involving teachers in the change process: One English language teacher’s account of implementing curricular change in Philippine basic education. In Wedell, M. and Grassick, L. (Eds.). International Perspectives on Teachers Living with Curriculum Change. London: Palgrave MacMillan, pp. 15-37.