Involving Teachers in the Change Process: One English Language Teacher’s Account of Implementing Curricular Change in Philippine Basic Education

Abstract

Through the experiences of a Filipino English teacher who was actively involved in both initial consultations about curriculum content and new textbook designTeacher support appropriacy of design , Vilches highlights the value of such involvement in helping the teacher to make sense of the changes. The teacher’s story illustrates the important link between planners’ willingness to establish genuine communication with local implementersTeacher agency teachers as change implementers at the initiation stage of any curriculum reform processTeacher support appropriacy of process , and the extent to which teachers feel empowered to bring about desired changes in the classroom. Vilches also reasserts the importance of viewing any national curriculum change as a process not an event, and so of planning ongoingTeacher support on-going support to those tasked with implementing change.

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