| dc.description.abstract | The process of curriculum change and reform can be challenging and complex. It is an
area which is often neglected both in educational scholarship and contemporary debate,
particularly within the Irish context. This is despite the fact that curriculum change is a
fundamental aspect of curriculum development, which can have significant repercussions
for the education sector. This study investigates the dissemination of the Primary
Language Curriculum to gain an insight into a critical and contemporary period of
curriculum change in Ireland. This social constructivist study adopts a case study
approach to examine the perceptions and experiences of teachers during this process of
dissemination. Through conducting surveys, focus groups and interviews, this study
highlights teacher involvement in the process of curriculum change. This study found that
although teachers were represented during the design and development of this curriculum,
there was a lack of awareness surrounding the consultation which took place and the
majority of teachers did not participate in this process. This study found that there was also
a lack of awareness amongst teachers about the nature of this curriculum change both
prior to and during the dissemination of the Primary Language Curriculum. Although the
majority of participants felt that it was necessary to change the existing curriculum, there
was evidence of resistance to change and uncertainty about the forthcoming changes
amongst a cohort of teachers. This study also found that many principals were dissatisfied
with aspects of the initial continuous professional development which they received and
this study attributed a number of factors to this. Lastly, this study found that the
amendment which was made to Circular 61/2015, which allowed greater time for the
planned implementation process, had a positive influence on the dissemination of the
Primary Language Curriculum and was indicative of effective communication between the
external and internal stakeholders of the curriculum. This study includes a range of
recommendations relating to curriculum consultations, awareness-raising, professional
development, the role of principals in curriculum reforms and teacher engagement in
curriculum change, which, if followed, could have a positive impact on future efforts to
implement new curricula in primary schools in Ireland. | en_US |
