Peer-reviewed research2017–2026 update
Assets and liabilities for curriculum change: exploring teachers’ perspectives of enacting education outside the classroom
European teachers enacting EOtC during curriculum change identified few physical-setting barriers, and institutional supports appeared to dominate their considerations.
What's new
Drawing on Schlossberg's theory of adaptation to change, ten teachers from ten schools in Finland, Hungary, Ireland and Spain took part in semi-structured interviews about enacting EOtC during curriculum change. The analysis used both deductive and inductive approaches, organised around Interpersonal, Institutional and Physical Settings. Teachers in different settings experienced different levels of assets and liabilities. Few liabilities related to the physical setting. Institutional supports appeared to dominate teachers' considerations, and in some contexts there appeared to be tensions between interpersonal and institutional support, particularly around dominant beliefs.
Why it matters in Aotearoa
With curriculum change under way in Aotearoa, the finding that institutional supports dominated teachers' considerations about EOtC is relevant to principals, boards and sector leaders.
Putting it into practice
Principals and EOTC coordinators can review the institutional supports teachers rely on for EOTC, such as timetabling, release time and leadership backing, and address gaps before expecting wider uptake.
How strong is the evidence
This is a small qualitative interview study (ten teachers across four countries). It offers useful insight but cannot show how widespread these patterns are.
What to read
The concluding section proposing key areas to consider during curriculum change.