Constructing and reinterpreting the meaning of curriculum evaluation
An exploratory study using Generative Learning Theory
Bibliographic Data
| ID | 22430336 |
|---|---|
| Authors | Yuan-Sin Liao (0000-0002-0972-6006, National Tsing Hua University), Mei-Ju Chen (0000-0001-5337-4119, National Tsing Hua University, corresponding author) |
| Year | 2026 |
| Pages | 1-23 |
| Publication date | 2026-04-06 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Professional Development in Education (JOURNAL) |
| Journal identifiers | ISSN: 1941-5257 • E-ISSN: 1941-5265 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/19415257.2026.2653009 |
| OpenAlex | W7150936148 |
| Language | EN |
| References cited | 48 |
This study investigates how teachers reconstruct the meaning of curriculum evaluation through a sustained professional development (PD) programme. Drawing on Generative Learning Theory (GLT), a qualitative discourse analysis of 78 teachers examines three interrelated constructs: problematisation, meaning-making and recontextualisation. The findings reveal that these generative processes do not unfold linearly. Instead, they operate as a recursive cycle within professional dialogue. Driven by epistemic tensions, teachers fluidly navigate between questioning assumptions, integrating insights and negotiating situated adaptations for their school contexts. This dynamic indicates a shift from procedural compliance towards an agentic professional identity. Ultimately, this study advances GLT by demonstrating how individual cognitive reorganisation is sustained through complex social interplay.
Curriculum · Education theory · Experiential learning · Exploratory research · Generative grammar · Generative model · Learning theory · Professional development · Educational and Psychological Assessments · Evaluation and Performance Assessment · Student Assessment and Feedback
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| Citation velocity | historical |
|---|---|
| Highly cited | No |