Teacher Autonomy and the New Junior Cycle Curriculum: The effects the implementation of the Junior Cycle curriculum has had on the autonomy of Junior Cycle teachers.

Abstract

In 2015, post-primary education began the roll-out of significant educational reform. The Junior Certificate course, first introduced in 1989, was replaced by the Junior Cycle Framework (DESa, 2015) officially in the academic year 2014/15. Phased implementation of the new framework began in September 2014 with the subject English. Now in its fifth year, all subjects have introduced the revised curriculum. This reform in post-primary education initiated a new era in second-level education in Ireland where student-centred and learning outcome orientated policy signified a shift in the role of the teacher. New responsibilities in curriculum design, assessment, feedback, and collaboration required a change in practice for teachers. In many ways, this change posed a challenge to teacher autonomy. This study investigates the effects the implementation of the Junior Cycle curriculum has had on the autonomy of Junior Cycle teachers. For the purposes of this study teacher autonomy is defined as having a “high degree of decision-making and control over issues concerning daily activities” (Wermke et al., p. 4, 2019). The research, qualitative in nature, sought to gain individual teacher perspectives through use of semi-structured interviews. This research instrument aimed to reveal unique and shared experiences of teachers who have taught the Junior Cycle course for a minimum of three years. A thematic approach was then used to analyse the data. The research findings indicate that this recent reform has resulted in significant changes and challenges for teachers. Specifically, teachers revealed both positive and negative reactions to three areas: teacher autonomy, student autonomy, and collaboration. Teachers, in this study, recognised a shift their own autonomy and noted the need to build the autonomy of their students to become independent learners. A significant focus on collaboration was evident for both teachers and students. Teacher engagement in Subject Learning and Assessment Review Meetings reinforced the role of collaborative practice and a new formal role in assessment gave way to increased organic collaboration between teachers and subject departments. The three research questions that framed this study are explored along with the themes that are highlighted in the data. The changing role of the teacher is acknowledged as well as the changing role of the student. The impact on teacher autonomy is discussed in respect of the changing role of the teacher, increased collaboration and focus on learner autonomy. How teachers perceive a change to their professionalism is also reflected upon. Finally, the challenges to teacher autonomy are considered in respect of the different curriculum subjects that are represented in the study. The findings of the study reflected a need for greater supports for teachers. More continuous professional development, an increase in professional time for planning and organisation as well as greater opportunities for collaborative practice are supports of benefit to teachers in becoming the autonomous professionals envisaged by the new Junior Cycle. Also, the study suggests that school management should engage in more consultation with staff to provide resources to facilitate the increased focus on building learner autonomy. Resources to facilitate creative and innovative learning are needed if it is expected to happen.