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Temporal Dissonance, Contextual Confusion and Risk: Learning from the Experiences of Teachers Living with Curriculum Change

  • Grassick L
  • Wedell M
Palgrave Macmillan UK, (2018), 247-270
DOI: 10.1057/978-1-137-54309-7_13
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Abstract

This chapter considers the main messages emerging from the teachers' stories and how these help to explain the very limited success of the English teaching curriculum initiatives in most of the countries included. We see evidence of temporal dissonance between the …

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APA

Grassick, L., & Wedell, M. (2018). Temporal Dissonance, Contextual Confusion and Risk: Learning from the Experiences of Teachers Living with Curriculum Change. In International Perspectives on Teachers Living with Curriculum Change (pp. 247–270). Palgrave Macmillan UK. https://doi.org/10.1057/978-1-137-54309-7_13

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