Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio‐cultural perspective on professional development and change

作者：Carolyn S Wallace; Mark Priestley

来源：Journal of Curriculum Studies, 2011, 43(3): 357-381.

DOI：10.1080/00220272.2011.563447

• professional development
• teacher beliefs
• formative assessment
• curriculum reform

The purpose of this study was to investigate socio‐cultural factors underpinning curriculum change by examining teacher beliefs in the context of professional development. Scottish teachers in the study were participating in policy implementation based on formative assessment. Teachers were selected...