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

6 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

Funding

The authors wish to acknowledge the collegiality and generosity of the teachers who agreed to be interviewed for this study.

Keywords

curriculum autonomy
performativity
professionalism
teachers

Access to Document

10.1080/00220272.2020.1767215

Cite this

@article{8d83babcd7e94a78bcdc8b56357c02d2,

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.",

year = "2021",

doi = "10.1080/00220272.2020.1767215",

language = "English",

volume = "53",

pages = "531--545",

journal = "Journal of Curriculum Studies",

issn = "0022-0272",

publisher = "Taylor \& Francis",

number = "4",

}

TY - JOUR

T1 - Secondary school arts teachers’ practice autonomy perceptions in New Zealand and England

AU - Thorpe, Vicki

AU - Kinsella, Victoria

N1 - Funding Information: The authors wish to acknowledge the collegiality and generosity of the teachers who agreed to be interviewed for this study. Publisher Copyright: © 2020 Informa UK Limited, trading as Taylor & Francis Group.

PY - 2021

Y1 - 2021

KW - curriculum autonomy

KW - performativity

KW - professionalism

KW - teachers

UR - https://www.scopus.com/pages/publications/85085398085

UR - https://www.scopus.com/pages/publications/85085398085#tab=citedBy

U2 - 10.1080/00220272.2020.1767215

DO - 10.1080/00220272.2020.1767215

M3 - Article

AN - SCOPUS:85085398085

SN - 0022-0272

VL - 53

SP - 531

EP - 545

JO - Journal of Curriculum Studies

JF - Journal of Curriculum Studies

IS - 4

ER -

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

Funding

Keywords

Access to Document

Other files and links

Fingerprint

Cite this