Acquiescence, Accommodation, and Resistance in Learning to Teach within a Prescribed Curriculum

Abstract

Explores how a new teacher’s identity was affected when she attempted to enact a student-centered, i.e., liberal, pedagogy in a school district that was in the process of introducing a heavily scripted language arts curriculum tied to district standardized tests. Concludes that the frustration that the teacher felt was that the curriculum took over the role of planning.