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2022\u003Cbr>Teachers’experiences preparing to teach a new senior secondary school (psychology) curriculum on the eve of enactment\u003Cbr>Karen Marangio\u003Cbr>Monash University, Australia\u003Cbr>Ellen Heyting\u003Cbr>Monash University, Australia\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Secondary Education Commons |  |\n\nRecommended Citation  \nMarangio, K., & Heyting, E. (2022) . Teachers’ experiences preparing to teach a new senior secondary school (psychology) curriculum on the eve of enactment. Australian Journal of Teacher Education, 47(8) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n8.3](http://dx.doi.org/10.14221/ajte.2022v47n8.3)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss8/3](https://ro.ecu.edu.au/ajte/vol47/iss8/3)  \nTeachers’ Experiences Preparing to Teach a New Senior Secondary School (Psychology) Curriculum on the Eve of Enactment  \nKaren Marangio  \nMonash University  \nEllen Heyting  \nMonash University  \nAbstract: This article explores teachers’ experiences in preparing to enact a new senior secondary school subject, psychology, in Queensland, Australia, at a time of major curriculum reform. In this study, 62 teachers completed an online survey about their experienceson the eve of enactment. From an ecological lens, data were analyzed via descriptive statistics and content analysis before thematic analysis of open-ended responses. Teachers described their preparation in  \nterms of excitement and anticipation in establishing a new subject;  \nfrustration and urgency for support to plan, collaborate and access professional learning and curriculum materials; and feelings of isolation and desire to connect with other teachers. Sustained efforts from schools, curriculum authorities and other external contexts to work in tandem with teachers are needed to enable teachers, as  \nprofessionals, to prepare to enact the curriculum and set the  \nfoundations for establishing this new subject.  \nIntroduction  \nCreating room for a new science subject requires a substantial and sustained effort as different stakeholders exert different pressures into what should be included in a curriculum and why such inclusions are important (Fensham, 2009) . Therefore, the addition of a new subject is an achievement, one that required deep consideration and arguments to be seen as valuable, relevant and useful for learners in today’s society. In the case of Queensland, Australia, recent significant senior secondary school (final two years of school) curriculum reform included the introduction of external examinations across many senior school subjects and the inclusion of psychology as a new science subject. Since this is a new subject, it is highly likely that teachers enacting this new curriculum will lack psychology teaching experience and may not have an undergraduate psychology education background nor teaching science experience. Consequently, the teachers will need a range of opportunities from school and external (curriculum authorities and other) contexts to support their professional learning needs to enact this new subject. The teachers’ perceptions and experiences in preparing to enact the new psychology curriculum on the eve of its introduction is the focus of this paper.  \nCurriculum Context  \nIn Australia, psychology has gained traction in school science over the last 30 years, with psychology now a very popular subject in senior secondary (final two years) schools inmost places. For example, it has been in the top three most popular Victorian Certificate of Education subjects for over 20 years (Victorian Curriculum and Assessment Authority (VCAA, 2021) . However, psychology is not included in the New South Wales curriculum, and psycholog","cbCaipQMnlYNPI3O","https://ap.wps.com/l/cbCaipQMnlYNPI3O","pdf",281084,18,"English","# Abstract\n# Introduction\n# Curriculum Context\n# Teachers’ Professional Role Enacting External Curriculum Reform","[{\"question\":\"What does the study investigate about teachers and the new curriculum?\",\"answer\":\"It focuses on teachers’ experiences preparing to enact the new senior secondary school psychology curriculum in Queensland at the eve of enactment.\"},{\"question\":\"How many teachers participated and how was data collected?\",\"answer\":\"Sixty-two teachers completed an online survey about their experiences on the eve of enactment.\"},{\"question\":\"What themes describe teachers’ preparation efforts?\",\"answer\":\"Teachers reported excitement and anticipation, frustration and urgency for support to plan and collaborate, and feelings of isolation paired with a desire to connect with other teachers.\"}]","Teachers’ Experiences Preparing to Teach a New Senior Secondary School (Psychology) Curriculum on the Eve of Enactment | PDF",1792078511,45]