Investigating Teachers’ Experiences of Curriculum Implementation

The quality of curriculum implementation in Australian transnational vocational education relies on teachers’ decision-making, problem-solving and curriculum-making to overcome local constraints to meet the needs of their students. Consequently, this book aims to investigate transnational teachers’ lived experiences. This chapter elucidates the research design and methods, based on a phenomenological approach, adopted to explore the lived experience of 13 teachers who had enacted an Australian vocational curriculum across nine countries. The final section introduces the diverse settings and the teachers involved. The core premise guiding this inquiry's design posits that understanding teachers’ experiences is fundamental to understanding the complex processes of curriculum implementation in Australian transnational vocational education.