Coping with Curricular Change with Limited Support: An Indian English Teacher’s Perspective

Abstract

Padwad and Dixit discuss an experienced, motivated teacher’s encounter with a new textbook, the symbol of an English curriculum change, introduced without any communication with local leaders or implementers . Initially, he ignored the book’s introduction which outlined the new approaches and roles expected, and continued to teach as before. Later, in-service training focussed on how he might introduce change practices in his classroom. He has begun to do so, but remains isolated, since many colleagues and leaders in his school are still unclear about what the change hopes to promote. The authors conclude that while change initiators continue to ignore evidence of the need to involve and inform stakeholders , teachers will need great motivation to overcome the self-doubt and contextual indifference that makes implementation so challenging.