Teachers are Deprofessionalized when Control of the Curriculum is Taken away from them: Discuss in Relation to High School Teachers in China

Authors

  • Dan Cheng Beijing Royal School

DOI:

https://doi.org/10.30564/ret.v4i4.3539

Abstract

In this paper, the writer will use a literature analysis approach to explore the issue of teacher autonomy and professionalism in both centralized and decentralized curriculum models. Through literature analysis, the paper argues that centralized and decentralized curricula each have their own positive and negative effects on teachers' autonomy and professional development. Under the current curriculum model in China, teachers' autonomy and professionalism in curriculum development are both enhanced and limited to some extent. Based on the analysis of the literature, this paper will propose recommendations for enhancing Chinese high school teachers' autonomy and professionalism in curriculum development.

Keywords:

Teacher autonomy, Professionalism, Decentralized curriculum, Centralized curriculum

References

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Vol. 4 , Iss. 4 (November 2021)

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