Skip to main content Skip to main navigation menu Skip to site footer

Narrative inquiry on tensions lived by a high school teacher in the process of curriculum making

PDF (Español)

Published: 2018-11-12

Authors

Diego Martín Alonso

Universidad de Málaga

http://orcid.org/0000-0001-7367-7862

Nieves Blanco García

Universidad de Málaga

http://orcid.org/0000-0001-7735-4593

J. Eduardo Sierra Nieto

Universidad de Málaga

Keywords: curriculum research; curriculum; teaching experience; narration; secondary education

Abstract

In this article we delve into tensions lived by teachers when there is no coincidence between intentions and desires of curricular plan and lived experience. By means of a narrative inquiry we go deep on a high school teacher´s experience and we pause in a short time period in which he lived a disagreement with the educational inspection and the official curriculum. Later, through an exegetical analysis, we relate the teacher´s story with the scientific literature, in order to open new questions and thoughts that help to live tensions in a fruitful way. The analysis points out to three dimensions where tensions are lived: needs, language and time. Finally, the study of these tensions shows that their origin is located in an epistemological framework. It means, they are the result of a friction between different educational knowledge perspectives, which turn out to be different ways of dealing with planning and teacher work.

Downloads

Download data is not yet available.

Author Biographies

Diego Martín Alonso

Universidad de Málaga

Investigador en Formación en el Departamento de Didáctica y Organización Escolar en la Universidad de Málaga. Sus líneas de investigación se centran en el estudio de la experiencia educativa, los saberes docentes y la formación inicial del profesorado.

 

Nieves Blanco García

Universidad de Málaga

Catedrática en el Departamento de Didáctica y Organización Escolar de la Universidad de Málaga. Especializada en currículum y formación del profesorado, con énfasis en los saberes docentesy su implicación en la formación inicial del profesorado

J. Eduardo Sierra Nieto

Universidad de Málaga

Doctor por la Universidad de Málaga. Actualmente trabaja como profesor Ayudante Doctor en el Departamento de Teoría de la Educación. Sus líneas de investigación son: experiencia escolar, subjetividad y los saberes docentes.

 

PDF (Español)

Published: 2018-11-12

How to Cite

Martín Alonso, D., Blanco García, N., & Sierra Nieto, J. E. (2018). Narrative inquiry on tensions lived by a high school teacher in the process of curriculum making. Education Policy Analysis Archives, 26, 144. https://doi.org/10.14507/epaa.26.3571