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dc.contributor.authorSim, Cherylen_US
dc.contributor.editorColin Marshen_US
dc.date.accessioned2017-05-03T11:56:58Z
dc.date.available2017-05-03T11:56:58Z
dc.date.issued2010en_US
dc.date.modified2011-02-25T07:26:52Z
dc.identifier.issn01597868en_US
dc.identifier.urihttp://hdl.handle.net/10072/36547
dc.description.abstractThis paper explores the implications of a future workforce that is different to current understandings about what it is to be a teacher. It does this in the context of the introduction of a national history curriculum. The political debate around history teaching is far from new or peculiar to Australia. However the move to a compulsory national curriculum does have important consequences for the curriculum enactment by teachers. This is the central role of the teacher as decision maker in the classroom. Right now we know the profession is experiencing major changes in workforce composition. Therefore it is critical in discussions about curriculum change to examine the characteristics and aspirations of those who will teach. Their personal and professional identities will influence the classroom implementation of a history curriculum that is centrally imposed and that has as its major purpose the promotion of nationalism and national identity. This paper examines recent research into the professional and personal identities of teachers to highlight that discussion about the content and enactment of the history national curriculum cannot be disconnected from the characteristics of those who are currently choosing to enter the teaching profession.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAustralian Curriculum Studies Associationen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.acsa.edu.au/pages/page33.aspen_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom1en_US
dc.relation.ispartofpageto8en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalCurriculum Perspectivesen_US
dc.relation.ispartofvolume30en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchTeacher Education and Professional Development of Educatorsen_US
dc.subject.fieldofresearchcode130313en_US
dc.titleA profession in transition: Implications for curriculum leadershipen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightSelf-archiving of the author-manuscript version is not yet supported by this journal. Please refer to the journal link for access to the definitive, published version or contact the author for more information.en_AU
gro.date.issued2010
gro.hasfulltextNo Full Text


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