Resignifying Autonomy: Teacher Professionalism Amid Curriculum Reform in the Republic of Cyprus

• In Event: 46.043 - Reforming Education Across Global Contexts

Abstract

This paper explores how teacher autonomy might be perceived during periods of curriculum reform through the case of the Republic of Cyprus, where teachers were conceptualized as “autonomous professional pedagogues” as part of the comprehensive education reform initiated in 2004. We draw upon literature on teacher professionalism to explore 66 elementary public school teachers’ perceived autonomy elicited through semi-structured interviews right after the presentation of new curricula in compulsory information seminars in 2010-2011. Teachers appeared to construct different forms of autonomy, namely autonomy over teaching, curriculum autonomy, and systemic autonomy. As those conceptualizations both revoiced and challenged official rhetoric, we discuss the uncertainty surrounding curriculum reform considering the institutional contexts and teachers’ experiences therein.

Authors

• Stavroula Kontovourki, University of Cyprus

• Eleni Theodorou, European University

• Stavroula Philippou, University of Cyprus