Curriculum repetition and teacher motivation in English teaching: a narrative review on unchanged course materials

Resumen

The article is a narrative literature review of the long-term repetition of the standardized teaching resources and its possible consequences on the motivation of teachers in the English language teaching. The article will discuss, on the basis of the existing academic literature, the specified benefits and drawbacks of the extended use of the identical teaching materials, along with the correlations that the authors outline with the teacher motivation, job satisfaction, and student interest. It was a descriptive and analytical review that was created in terms of the analysis of secondary sources (past studies, case studies and theoretical contributions) of teacher motivation and sustainability of educational materials. According to the reviewed literature, the repeated use of the same resources can be related to the lack of intrinsic motivation, lower pedagogical creativity, and even possible implications on student participation; still, among the advantages, an increased efficiency in lesson planning and delivery because of acquired experience is also mentioned. Altogether, the researches examined are in agreement about the fact that extensive reiteration of the curriculum can be connected with the adverse outcomes in case not supplemented by updating, flexibility of the curricula as well as institutional support, thus, it should be offered that the materials are renewed periodically and the professionals are constantly developed.