Curriculum Reform

The liminal experience of in-service teachers through currere

Abstract

This paper explores educational reform implementation. Understanding reform implementation barriers is a significant issue for educational stakeholders as reform movements mobilize to replace traditional, teacher-led instruction with student-centred pedagogies. Drawing on currere, I explore education reform through personal narrative and semi-structured interviews with in-service science teachers to examine the identity reconstruction work essential for teachers interested in systemic change. Findings suggest that providing teachers with opportunities to work and study through collaborative professional development in a supportive environment can facilitate educational change.  Additionally, my exploration of curriculum reform highlighted systemic shortcomings that impede curriculum reform. Notably, teachers need access to high-quality professional development and support to break down institutional barriers that limit teachers’ agency.