Secondary school arts teachers’ practice autonomy perceptions in New Zealand and England

Vicki Thorpe; Victoria Kinsella

doi:10.1080/00220272.2020.1767215

Secondary school arts teachers’ practice autonomy perceptions in New Zealand and England

Vicki Thorpe^*, Victoria Kinsella

^*Corresponding author for this work

Victoria University of Wellington

Research output: Contribution to journal › Article › peer-review

5 Citations (SciVal)

Original language	English
Pages (from-to)	531-545
Number of pages	15
Journal	Journal of Curriculum Studies
Volume	53
Issue number	4
DOIs	https://doi.org/10.1080/00220272.2020.1767215
Publication status	Published (VoR) - 2021

Keywords

curriculum autonomy
performativity
professionalism
teachers

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10.1080/00220272.2020.1767215

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title = "Secondary school arts teachers{\textquoteright} practice autonomy perceptions in New Zealand and England",

keywords = "curriculum autonomy, performativity, professionalism, teachers",

author = "Vicki Thorpe and Victoria Kinsella",

note = "Funding Information: The authors wish to acknowledge the collegiality and generosity of the teachers who agreed to be interviewed for this study. Publisher Copyright: {\textcopyright} 2020 Informa UK Limited, trading as Taylor & Francis Group.",

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language = "English",

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AU - Thorpe, Vicki

AU - Kinsella, Victoria

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KW - performativity

KW - professionalism

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M3 - Article

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Secondary school arts teachers’ practice autonomy perceptions in New Zealand and England

Keywords

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