Contingence on Congruence: Aligning Education Reform Processes With Teachers' Voice and Representation

• In Event: Marriott Roundtable Session 16
  In Roundtable Session: Teachers' Work and Policy

Abstract

This paper explores the role of teachers in education reform processes, focusing on the perspectives and experiences of elementary teachers in Ontario with regards to math curriculum reform. It employs a sensemaking lens for analysis, as it focuses on the experiences of individuals. Data was collected through semi-structured interviews of eight elementary teacher participants from two public schools in southern Ontario. Four themes emerged from the data analysis: (1) Teachers’ perception of top-down process; (2) Disconnect in the reform process; (3) Significance of teachers at the frontier; and (4) Teachers impact reform outcomes. Significance of these findings for scholars and education stakeholders are discussed.

Author

• Tanjin Ashraf, Australian Catholic University