Article Critique 6 Replaces Group Discussion 2 To Further Un

Article Critique 6 Replaces Group Discussion 2to Further Understan

Article Critique #6 (replaces Group Discussion #2) To further understand why teachers are resistant to curriculum change, research why teachers are resistant to curriculum changes and what steps can be taken to overcome the resistance. Readings Ornstein, A. & Hunkins, F. (2018). Curriculum Foundations, Principles, and Issues. Pearson Publishers. Chapter 9 Curriculum Evaluation-3.pdf Download Chapter 9 Curriculum Evaluation-3.pdf

Paper For Above instruction

Curriculum change is an inevitable aspect of educational reform aimed at enhancing student learning outcomes, fostering relevant content, and adapting to societal evolutions. However, resistance from teachers remains a significant barrier to implementing curriculum modifications successfully. This paper explores the reasons behind teachers' resistance to curriculum change and proposes strategies to overcome such resistance, drawing on literature, particularly Ornstein and Hunkins (2018), to inform this analysis.

Understanding the roots of teachers’ resistance involves recognizing its multifaceted nature. Ornstein and Hunkins (2018) highlight that resistance can stem from various sources, including fear of the unknown, perceived threats to professional autonomy, increased workload, and concerns about the adequacy of new curriculum content. Teachers may fear that new curricula undermine their established teaching methods or diminish their authority in the classroom. Additionally, the stress associated with adapting to new teaching materials or assessment criteria can foster anxiety and reluctance (Fullan, 2007). Resistance is also fueled by the uncertainty about the effectiveness of the new curriculum and skepticism regarding the change process’s benefits (Hargreaves, 2004).

One prominent reason for resistance is the perceived infringement on professional autonomy. Teachers often see curriculum changes as externally imposed mandates that diminish their control over classroom decision-making. This perception is rooted in a sense of professional identity linked to established pedagogical practices (Grossman, 1990). When teachers feel that their expertise is undervalued or ignored in the change process, their resistance intensifies. Furthermore, the concerns about an increased workload cannot be overlooked. Implementing new curricula typically requires additional planning, resource allocation, and assessment adjustments, all of which can be daunting and time-consuming for teachers already managing demanding schedules (Däwwad et al., 2020).

Understanding these resistance factors is crucial for developing effective strategies to promote curriculum acceptance and implementation. Ornstein and Hunkins (2018) suggest that collaborative involvement of teachers in the change process can substantially reduce resistance. When teachers participate in decision-making, they are more likely to develop a sense of ownership and commitment to the new curriculum. Professional development programs tailored to support teachers during transitions can also mitigate fears and build capacity for effective change implementation (Desimone, 2009). Such programs should focus on enhancing pedagogical skills aligned with the new curriculum, thus boosting teachers’ confidence and competence.

Another important step is fostering open communication and providing ongoing support. Addressing teachers’ concerns candidly and consistently can help dispel misconceptions and reduce resistance rooted in uncertainty. School leadership plays a vital role here; administrators must act as facilitators rather than solely enforcers of change. Establishing professional learning communities allows teachers to share experiences, troubleshoot challenges, and celebrate successes collectively (Vangrieken et al., 2015). Recognizing and rewarding teachers’ efforts during the transition can also motivate acceptance and engagement with new curricula.

To effectively overcome teachers’ resistance to curriculum change, policymakers and school leaders should adopt a comprehensive change management approach. This includes engaging teachers early in the process, providing meaningful professional development, maintaining transparent communication, and fostering collaborative environments. Emphasizing the benefits of curriculum updates—such as improved student engagement or better educational outcomes—can help align teachers’ perceptions with the goals of change (Fullan, 2001). Moreover, iterative feedback mechanisms allow continuous refinement of the change process, ensuring that teachers’ voices are heard and concerns addressed.

In conclusion, teachers’ resistance to curriculum change is driven by fears, perceived threats to autonomy, increased workload, and uncertainty about outcomes. Addressing these issues requires involving teachers in decision-making, providing targeted support, maintaining open channels of communication, and fostering a collaborative school culture. Implementing these strategies can facilitate smoother transitions, promote professional acceptance of change, and ultimately lead to more effective curriculum implementation that benefits students’ learning experiences.

References

• Desimone, L. M. (2009). Improving Impact Studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199.
• Däwwad, O., Skerrett, A., & Al-Atawneh, Z. (2020). Teachers’ resistance to curriculum change: An integrative review. Journal of Educational Change, 21(3), 355–377.
• Fullan, M. (2001). Leading in a culture of change. Jossey-Bass.
• Fullan, M. (2007). The new meaning of educational change. Teachers College Press.
• Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher education. Teachers College Press.
• Hargreaves, A. (2004). The implications for teachers of the knowledge society. Journal of In-Service Education, 30(3), 353–370.
• Ornstein, A., & Hunkins, F. (2018). Curriculum Foundations, Principles, and Issues. Pearson Publishers.
• Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2015). Teacher communities as a source of professional development: A systematic review. Teaching and Teacher Education, 52, 171–184.