Teachers’ enactment of policy in classrooms: making students accountable through inscriptions from the curriculum in classroom interactions

• DOI: 10.1007/s10212-022-00610-3
• Publication Date: 2022-04-03T06:02:15Z
• Authors: Kenneth Silseth; Magnus Hontvedt; Åsa Mäkitalo
• Keywords: Educational Psychology

Abstract The purpose of this paper is to examine the complex relationships between educational policy and classroom practice. By employing a sociocultural perspective, we formulations inscribed in socio-material artifacts about what students should learn how they engage with knowledge. We explore these are mobilized instructional work implications activity has for student participation. To address issue, analyzed video data teachers invoke competence aims from national curriculum their six classrooms. analytical procedures were derived interaction analysis. analysis focuses on such explicitly mediate social as it unfolds micro level. findings show that gain different functions practice; other words, serve purposes teachers’ anticipate modes In study, (a) invoked source authority, (b) translated into instructions, (c) obtain order classroom. More rarely, used meta-level discussions, where functioned reach agreements pursue toward joint goals. discuss ways invoking