Introduction and theoretical framework: Teachers are increasingly positioned as fundamental participants in the curriculum design and implementation process. Drawing on Schwabs four commonplaces of curriculum—subject matter, learners, teachers, and milieu—as well as Wenger et al.’s theory of communities of practice, this study explores the experiences of a national teachers’ network in the Republic of Ireland, functioning as a community of practice tasked with developing a values based post-primary curriculum for publicly managed schools. Methods: In-depth, semi-structured interviews, informed by Schwab’s work, were employed with teachers (n = 10) and the curriculum lead (n = 1). One author, who held a dual role as participant and researcher, adopted a reflexive participant-researcher stance. Findings: Following reflexive thematic analysis with the material, three themes were identified: ‘The Why? Tapping into “boots on the ground”- teachers in curriculum development’, ‘The What? “Adding flame to the torch”- teachers as curriculum shapers and makers’, and ‘The How? Consideration of curriculum development hurdles’. Discussion: These themes provide insights into the complexities inherent in curriculum development. They highlight the importance of amplifying teachers’ voices, ensuring their meaningful inclusion, and creating a coherent, enabling environment that empowers teachers to engage fully. This paper problematizes teachers’ positionality in curriculum development.
Mulpeter et al. (Sat,) studied this question.