Generated Conflicts in Implementing New Curricular Reform Teaching Practices

Article de colloque


État de publication: Publiée (2016 )

Titre des actes: END 2016 Book of proceeding

Éditeur: World Institute for Advanced Research and Science (WIARS)

Intervalle de pages: 73-77

ISBN: 978-989-99389-8-4


Résumé: Studies at the national and international levels conducted over the past 30 years have shown the necessity of working with students’ parents to promote school achievement and perseverance and even more importantly in times of curricular reform. Furthermore, in order to better face these new challenges, research indicates that the school should act as a learning organization and encourage discussions and collegiality between its various actors (complementary services, counselors, teachers, parents and students). The new curricular prescriptions are changing the established dynamics between the actors and are likely to introduce tensions that must be resolved at the collective level. A two-year study analyzed two Quebec science teachers’ agentive actions taken to meet the curriculum demands with their 256 students by introducing a novel teaching sequence. Although appreciated by students, its implementation provoked conflicts at another level. The current study aims at gaining understanding of these tensions that arose following the introduction of new actions and that emerged from the clashed values promoted by the school board and the parents. Data were collected during formative interventions using four in-depth interviews with two science teachers conducted in the year 2011 and then in 2012. Analyses were based on Vygotsky’s (1978) individuals’ zone of proximal development. The results highlight the need to move across boundaries and to adopt Engeström’s (2000) collective activity systems that will allow all actors, including parents, to identify common grounds and to make sense of the new science teaching approach aiming at promoting students’ autonomy, critical judgment, and school success levels.

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