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<p>This paper reports on one teacher’s adoption and adaption of pre-packaged teaching plans when teaching early years literacy. We hone in on Ms Jordan’s (pseudonym) work as an adaptive professional who personalises curriculum enactment for her highly diverse student cohort through continual changes to resource selection, pedagogy and assessment. Qualitative case study data consist of transcripts made during Ms Jordan’s interviews with the researchers, as they discuss the <i>Australian Curriculum: English</i> and how to meet the instructional needs of the diverse student cohort. Vaughn et al.’s (Vaughn et al., Educational Researcher 51:186–196,&#xa0;<CitationRef CitationID="CR29">2022</CitationRef>) Adaptive Teaching Inventory (ATI) provides the analytical lens to make visible the adaptations Ms Jordan enacted during the planning for and teaching of phonic and spelling knowledge, including the assessment of students’ learning. The findings are that the pre-packaged teaching plans provided guidance and a selection of resources to support planning, but it is the teacher’s adaptive professionalism that guides decisions pertaining to resource selection, pedagogical practice and orientations to assessment to provide students with personalised learning experiences aligned to the <i>Australian Curriculum: English.</i> Ms Jordan, as the adaptive professional, is held responsible for deep levels of knowledge of students’ needs and knowledge of students’ backgrounds, alongside more contemporary beliefs about planning for teaching and adapting teaching within the moments of lessons (Vaughn et al., Educational Researcher 51:186–196,&#xa0;<CitationRef CitationID="CR29">2022</CitationRef>).</p>

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When the curriculum demands personalisation: adaptive professionalism, pre-packaged plans and the teaching of phonics and spelling

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月28日

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  • Beryl Exley,
  • Frances Hoyte,
  • Parlo Singh

摘要

This paper reports on one teacher’s adoption and adaption of pre-packaged teaching plans when teaching early years literacy. We hone in on Ms Jordan’s (pseudonym) work as an adaptive professional who personalises curriculum enactment for her highly diverse student cohort through continual changes to resource selection, pedagogy and assessment. Qualitative case study data consist of transcripts made during Ms Jordan’s interviews with the researchers, as they discuss the Australian Curriculum: English and how to meet the instructional needs of the diverse student cohort. Vaughn et al.’s (Vaughn et al., Educational Researcher 51:186–196, 2022) Adaptive Teaching Inventory (ATI) provides the analytical lens to make visible the adaptations Ms Jordan enacted during the planning for and teaching of phonic and spelling knowledge, including the assessment of students’ learning. The findings are that the pre-packaged teaching plans provided guidance and a selection of resources to support planning, but it is the teacher’s adaptive professionalism that guides decisions pertaining to resource selection, pedagogical practice and orientations to assessment to provide students with personalised learning experiences aligned to the Australian Curriculum: English. Ms Jordan, as the adaptive professional, is held responsible for deep levels of knowledge of students’ needs and knowledge of students’ backgrounds, alongside more contemporary beliefs about planning for teaching and adapting teaching within the moments of lessons (Vaughn et al., Educational Researcher 51:186–196, 2022).