Teacher Professional Identity and Curriculum Reform

The importance of teacher training, agency and identity in curriculum reform was strongly represented across theme E papers discussions at the ICMI Study 24 conference. In this chapter, authors address professional dynamics stemming from relationship between stakeholders leading development or refinement official responsible for translating into classroom. these translation processes, teachers can have different roles, according to their identity, Wenger’s notion trajectories be used understand teachers’ pathways through reforms. Specifically, act as co-constructors receivers curriculum. Possibly, they transform identities cause shifts what call ‘reform ownership’ along a path outside inside school. These contribute degree intellectual freedom afforded to, felt by, documents action classrooms, which turn has an impact on how effectively is implemented local level.