The role of teachers in English curriculum development in the secondary school

Abstract

This study explored functions, self-perceptions, content decision making, and curricular assumptions which characterize teachers' role in English curriculum development. A questionnaire was administered to 79 teachers from 14 secondary schools (7 traditional and 7 new sector) in North Trinidad, and 12 teachers were observed and interviewed (2 teachers from each of 6 types of secondary schools). Findings indicated that: 1) while teachers functioned mainly in a consultative role, their actual participation in curriculum development was less pronounced; 2) teachers' academic qualifications had stronger associations than training and experience with teachers' role in curriculum development; 3) teachers' perceptions of their role in curriculum development were based on mixed attitudes, reflecting reservations about the extent of teacher responsibility and teacher interest, which asserted the value of teacher input and collegial support over inadequate time and other constraints; and 4) the underlying curricular assumptions of teachers were informed by their responses to dilemmas; their reasoning guided by bounded rationality and understanding of what the pedagogical moment requires; and by a core of consistent beliefs about English teaching