Conference Agenda

Curriculum transformation is a global phenomenon that is responsive to various imperatives including institutional, national, global, political and disciplinary demands. In response to the most recent COVID-19 pandemic and the realisation of what was learnt through the national school curriculum that could not prepare learners, schools and parents for uncertain times, a review of curriculum reforms is, therefore, warranted. Drawing from a review of curriculum reforms within South Africa, this paper argues for a more responsive curriculum that resonates with the current and future needs of society complexified by 21^st century innovations, uncertainties and disruptions. Natural disasters, extreme climate conditions, political instabilities and the digital explosion are emerging as a new order globally. As such, education, in its broadest conceptualization must respond to the new order.

The current conceptualisation of the school curriculum within South Africa has not fundamentally changed across its four iterations of curriculum transformation since the introduction of outcomes based education. Taking a curriculum studies perspective to the curriculum reforms within South Africa where the curriculum is the object of inquiry, this paper also presents a critique, illuminating the sustained influence of the Tylor rationale and disciplinary boundedness that continues to shape curriculum reforms and argues that this continued path to curriculum reforms will continue to increase the gap between the social realities and future aspirations of society and curriculum reform policies.

The paper is guided by the following research question: What might a responsive school curriculum be to prepare the learners for an uncertain world context and 21st century skills? Drawing on Michael Apple's (2018) notion of academising the political or polictising the academic, as a theoretical constructs in this paper, curriculum reforms within South Africa since democracy will be critiqued to illuminate the continuances and gaps for a responsive curriculum that will prepare the learners to respond to the immediate socio-economic needs of their lives and to respond to the technological advances that come to shape the way they become, interact in their spaces and beyond and prepare for the uncertain and disruptive future. The paper is also informed by theoretical constructs such as new materialism, entanglement, intra-action (Barad) and affordance (Deleuze) to understand how objects, matter and humans interact to explore new meanings and possibilities along the their (learners') learning journey that will prepare them for the uncertain future.

In recent decades, the dimension of emotions in teacher identity formation has gained increased scholarly attention, underscoring the significance of emotional experiences in shaping the process of identity development (Uitto et al., 2015). The Control-Value Theory, rooted in achievement emotions, has emerged as a prominent theoretical framework within this context (Pekrun, 2006; Pekrun & Perry, 2015). According to this theory, teacher identity, particularly within the classroom context, is intricately linked to an individual's values, perceived control over events, and the emotions elicited or experienced in response to those events. The classroom, as a dynamic and emotionally charged setting, serves as a crucible for the amalgamation of these factors. Positive emotions, such as joy and pride, reinforce a teacher's sense of efficacy and alignment with professional values, contributing to a positive teacher identity. Conversely, negative emotions, such as frustration or disappointment, can pose challenges to identity development, potentially leading to feelings of inadequacy or questioning of professional worth. Burnout, characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment, is a critical factor influencing teachers' emotional experiences and, consequently, their identity formation (Maslach & Leiter, 2016). Burnout often results from prolonged exposure to chronic workplace stressors, impacting teachers' emotional responses and overall professional identity. Teachers facing burnout may perceive a diminished control over their work environment, a misalignment with their values, and a cycle of negative emotions that exacerbate burnout. This synthesis of emotional experiences, values, and perceived control, coupled with the inclusion of burnout, highlights the complexity of teacher identity formation. The Control-Value Theory provides a robust framework for comprehending the interconnectedness of these factors. Furthermore, the incorporation of burnout underscores the practical challenges educators encounter, emphasizing the necessity for comprehensive strategies to support teachers' emotional well-being and foster a positive professional identity.

Study Goal

This study aims to investigate the working reality and the role of teachers in Kosovo, with a particular focus on the challenges associated with the implementation of the curriculum reform and the broader professional reform within the teaching profession in Kosovo, viewed through the lens of the social domain. For reference, the revised Kosovo curriculum for pre-university education has transitioned from a traditional emphasis on knowledge acquisition to a more contemporary approach centered around competence-based teaching and learning. This shift, as highlighted by Perolli-Shehu (2019), underscores the importance of focusing on the competencies essential for students' success in various aspects of life. Saqipi (2019) contends that the current training of teachers lacks adequate preparation for them to perform professionally as required. Specifically, teachers receive training in the techno-rational approach and the implementation of narrow curricula, but insufficient attention is given to supporting children in developing the competencies outlined in the Curriculum Framework.

Consequently, the objective of the actual study is to comprehend the emotions experienced by teachers during the implementation of curricular reforms and the burnout they may undergo. We seek to delve into the nuanced aspects of teachers' experiences, shedding light on the emotional dimensions during the reform processes and exploring the implications of burnout within this context. Through this exploration, we aim to contribute to a comprehensive understanding of the socio-professional landscape of education in Kosovo and provide insights that can inform future educational policies and support mechanisms for teachers in the region.

Recent educational reforms in many countries herald the return to the centrality of the teacher at the heart of their implementation (Evans, 2022). In most cases, this renewed emphasis on teachers is explicitly tied to the internationalisation of policy agendas, with teachers primarily described as agents of change at the micro-practice level (Holloway, 2020). It is no surprise that much of teachers’ professional lives—what they purposefully do (agency) and how they see themselves and their roles as teachers (identity)—are often influenced by this constant interplay of local, national, and global policy contexts (Priestly et al., 2015). From a critical realist standpoint, dominant discourses such as those of Bhaskar (1975, 1989) and Archer (1995, 2000, 2012) suggest that in order to understand the complex lives of teachers and how teacher agency is exercised (or underplayed) at the grass-roots level, it is first central to have an understanding of how the mechanisms behind this interplay operate (Munby & Fullan, 2016; Wynn & Williams; 2012). The study seeks to answer the following question: how did teachers enact their agentive roles, facilitating individuals’ professional development while adapting to the needs of learners during curricular reform?