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“Butterfly Under a Pin”: An Emergent Teacher Image amid Mandated Curriculum Reform

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  • Cheryl Craig

Abstract

The author examines 1 experienced teacher's image of teaching and how it was purposely changed—through external intervention and against the individual's will—from the view of teacher as curriculum maker to the view of teacher as curriculum implementer. Laura's account of the “butterfly under a pin” image, a version of the teacher-as-curriculum-implementer image discussed in the literature, vividly portrays the events that led up to the imposed transition and demonstrates how the press for accountability in U.S. schools appeared to supersede in importance other ethical and professional considerations. The findings of this research study form a sharp reminder of what is lost and gained in compulsory curriculum reform efforts—even welcomed ones.

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  • Cheryl Craig, 2012. "“Butterfly Under a Pin”: An Emergent Teacher Image amid Mandated Curriculum Reform," The Journal of Educational Research, Taylor & Francis Journals, vol. 105(2), pages 90-101.
    • Handle: RePEc:taf:vjerxx:v:105:y:2012:i:2:p:90-101
    DOI: 10.1080/00220671.2010.519411
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    Cited by:

    1. Liping Wei & Hsin-Hui Lin & Freddie Litton, 2018. "Communicative Language Teaching (CLT) in EFL Context in Asia," Asian Culture and History, Canadian Center of Science and Education, vol. 10(2), pages 1-1, September.

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