Date of Award

2024

Degree Name

Doctor of Philosophy (College of Education)

Schools and Centres

Education

First Supervisor

Professor Marguerite Maher

Second Supervisor

Professor Boris Handal

Abstract

This PhD study researched NSW teachers’ conceptions of curriculum change after the introduction of a new Australian national curriculum. One key rationale for the development of a national curriculum in Australia was to raise the standard of education by providing excellent curriculum to students in all Australian states and territories. However, educational standards improve through a combination of many factors, including quality teaching.

A curriculum’s success is dependent on the teachers who implement it. While the curriculum itself garnered considerable attention, how classroom teachers responded to it was likely to be a contributing factor to its overall success. Yet, there is a lack of research on the early stages of implementing a curriculum, particularly from the perspective of classroom teachers.

This phenomenographic study contributes to the body of knowledge on teacher professional development and change theory by exploring the valuable, in-depth perspectives of NSW teachers during a time of significant curriculum change. Group interviews were conducted with eighteen primary school teachers from schools in rural, suburban and urban settings across NSW. Through a theoretical framework that overlaps curriculum theory, change theory and teacher professional development as a subset of adult education, this study aimed to gain a deeper understanding of the experiences of teachers during times of large-scale school change.

This study found that the participants see their role in the classroom as being much broader than that of teaching the curriculum. They viewed their role as essential to their students’ wellbeing. However, this study also found that the early stage of implementing the NSW curriculum was a time of stress where teachers felt unheard and unsupported. There were missed opportunities to engage classroom teachers in the curriculum and to employ quality teacher professional development. The insights gained through this study are useful in considering how to approach school change and provide professional learning and support for teachers.

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