Teachers’ curriculum praxis is a pivotal concept for effective curriculum implementation and engagement of learners. Even though curriculum praxis is not a new concept, it is still relevant, because it can cultivate autonomy, active engagement and responsibility within learning, which are relevant 21st century and self-directed learning (SDL) skills. Also, it emanated before that these skills might be lacking in teachers’ professional authority. Enhancing teachers’ own professional authority is an important constituent in constructing an active SDL environment. Curriculum, SDL and capabilities, has been conceptualised separately, but not all together. In this paper, I will argue the need for infusing these concepts to conceptualise enhanced curriculum enactment, because SDL capabilities are available to teachers, although they might not be aware of these. The research question is thus: What is needed in the 21st century in terms of teachers’ SDL capabilities to enhance curriculum enactment?

Author: Marisa Verster

Published in: London International Conference on Education (LICE-2023)

• Date of Conference: 13-15 November 2023
• DOI: 10.20533/LICE.2023.0011
• ISBN: 978-1-913572-66-2
• Conference Location: St Anne’s College, University of Oxford, Oxford, UK