Presentation Schedule
A Comparative Study of Curriculum Policy Sensemaking by Junior High School Teachers in Different Local Contexts (105272)
Tuesday, 24 March 2026 14:30
Session: Poster Session 2
Room: Orion Hall (5F)
Presentation Type: Poster Presentation
The 12-Year Basic Education curriculum policy represents a pivotal educational reform in Taiwan. Policy implementation is viewed as a dynamic process necessitating translation and adjustment by local actors. This study utilizes a sensemaking perspective to explore how junior high school teachers interpret and respond to this curriculum policy.
The specific research objectives are:
1. To explore the policy sensemaking and responses of junior high school educators regarding the 12-Year Basic Education curriculum.
2. To compare the sensemaking and response logics exhibited by junior high schools across different local contexts (counties/cities).
3. To investigate the impacts of county/city-level and school-level policy promotion, as well as individual factors, on educators’ sensemaking and practice.
Using a case study approach, this research selected two junior high schools situated in distinct local contexts. Data were collected through semi-structured interviews and document analysis to facilitate a comparative analysis. The findings indicate that the 12-Year Basic Education functions as a process of 'multi-level translation' within junior high schools, where teachers' curriculum sensemaking is shaped by the interplay between individual and situated cognition, with teacher agency playing a pivotal role.
Authors:
Feng I Feng, National Chi Nan University, Taiwan
Liang Hsin-Chuan, National Chi Nan University, Taiwan
About the Presenter(s)
Professor FENG I FENG is a University Professor/Principal Lecturer at ChiNan University in Taiwan
See this presentation on the full schedule – Tuesday Schedule
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