scholarly journals An analysis of teacher questions presented in the Elementary English School Teachers’ Guide based on the 2009 Revised National Curriculum.

2017 ◽  
Vol 16 (1) ◽  
pp. 107-128
Author(s):  
김영민
Keyword(s):  
National Curriculum ◽  
English School ◽  
School Teachers ◽  
Teacher Questions ◽  
Elementary English

scholarly journals ‘Not waiting for the initiative to arrive’: Teachers promoting and sustaining reading

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Monica Hendricks
Keyword(s):  
School Improvement ◽  
Teacher Development ◽  
Curriculum Reform ◽  
National Curriculum ◽  
School Teachers ◽  
Assessment Policy ◽  
Policy Statements ◽  
Curriculum 2005 ◽  
Curriculum Reforms

The phases of post-apartheid curriculum reform starting with Curriculum 2005, to the revisions ushered in by the National Curriculum Statements and the recent Curriculum and Assessment Policy Statements display a trend toward increasing prescription in terms of content to be taught and allocation of curriculum time per subject, both of which are useful. In order to prepare school teachers for these ongoing curriculum reforms and an increased assessment burden, the national and provincial Education Departments have held regular workshops and provided bursaries for teachers to embark on academic studies in their teaching field. In addition, estimates are that non-governmental sources have spent R1 billion annually since 1994 on school improvement and teacher development programmes.

How Primary School Teachers View the National Curriculum in one LEA

1991 ◽  
Vol 43 (3) ◽  
pp. 273-281 ◽  
Author(s):  
Theo Cox ◽  
Jane Evans ◽  
Susan Sanders
Keyword(s):  
Primary School ◽  
National Curriculum ◽  
School Teachers ◽  
Primary School Teachers

Anticipating the Citizenship Curriculum Order in Secondary Schools in England: A Snapshot of Teachers' Preferred Purposes and Curriculum Practices

2002 ◽  
Vol 5 (2) ◽  
pp. 67-78
Author(s):  
Mark Evans
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
National Curriculum ◽  
Pedagogical Practices ◽  
Critical Examination ◽  
Small Scale ◽  
School Teachers ◽  
School Based ◽  
Education And Employment ◽  
Curriculum Practices

This paper is based on a small-scale study that explored how a sample of ‘specialist’ secondary school teachers in England characterize ‘educating for citizenship’ on the eve of its inclusion into the National Curriculum. This study was carried out between September, 2000 and January, 2001. Data was gathered from a group of ‘specialist’ secondary teachers through postal self-completion questionnaires, interviews, and classroom observations. Relevant documents, e.g. school-based curriculum documents, Department for Education and Employment (DfEE), and Qualifications and Curriculum Authority (QCA) documents, were also considered. Teachers' thinking about essential learnings, curriculum practices, and contextual concerns are described and analyzed. Findings suggest general support for the purposes of the Citizenship initiative, preferred yet divergent curriculum practices, and scepticism about implementation. They also suggest a need for a more critical examination of the interconnections among curriculum intentions, pedagogical practices, and contextual considerations.

scholarly journals Inspiring or confusing – a study of Finnish 1–6 teachers’ relation to teaching programming

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Ray Pörn ◽  
Kirsti Hemmi ◽  
Paula Kallio-Kujala
Keyword(s):  
Primary School ◽  
Domain Knowledge ◽  
Teaching And Learning ◽  
Positive Attitude ◽  
National Curriculum ◽  
Computational Thinking ◽  
School Teachers ◽  
Primary School Teachers ◽  
Perceived Preparedness ◽  
Preparedness To Teach

There is limited research on teaching and learning of programming in primary school and even less about aspects concerning teaching programming from teachers’ viewpoint. In this study, we explore how Finnish 1-6 primary school teachers (N=91), teaching at schools with Swedish as the language of instruction, relate to programming and teaching of programming, one year after the introduction of the new national curriculum that included programming. The teachers’ relation to programming is studied by analyzing their view on programming, perceived preparedness to teach programming and their attitudes towards teaching programming. The main results of the present study are that the responding teachers approach programming in school with mixed emotions, but the majority claim to have sufficient preparedness to teach programming, and many of them have a positive attitude towards the subject. The findings indicate that the most important factor for high perceived preparedness and positive attitude is sufficient domain knowledge. The teachers’ views on programming are very diverse, ranging from focusing only on the connection to elementary step-by-step thinking to more sophisticated reasoning connecting to central aspects of computational thinking and other educational outcomes. The findings suggest that there is a need for educational efforts to make the connection between mathematical content and programming more visible for primary school teachers.

scholarly journals Curriculum development as a tool for professional development

2021 ◽  
Vol 1 (2) ◽  
pp. 29-43
Author(s):  
Khin Khin Thant Sin
Keyword(s):  
Curriculum Development ◽  
Teaching And Learning ◽  
Work Performance ◽  
Basic Education ◽  
National Curriculum ◽  
Matter Content ◽  
Teacher Participation ◽  
School Teachers ◽  
Individual Interviews ◽  
The Subject

This study investigates teacher participation in national curriculum development in Myanmar. The purpose of this study is to explore teacher learning and reflection during the process of curriculum development through collaboration and communication. A qualitative research method has been applied in this study. Six participants participated in the study through individual interviews. The participants include six school teachers from Basic Education High Schools, specifically, two curriculum developers, two teachers who delivered the subject content of the new curriculum to their colleagues and two school teachers who were trainees for the content. The results showed that teachers experienced significant development in their professional knowledge, especially in their understanding and connection to the subject matter content across different grades and pedagogical content knowledge when they learnt from their colleagues. Moreover, the results also highlighted improvement in their reflective thinking and analytical skills. Because of the challenging tasks during the curriculum development process, teachers became more motivated in their teaching and learning which led to enhance their work performance.

scholarly journals The General Competences in the Common National Curriculum Base and It’s Relation With Mathematics: Conceptions Of Primary School Pedagogical Supervisors

2019 ◽  
Vol 21 (5) ◽  
pp. 211-230
Author(s):  
Karine Pertile ◽  
Jutta Cornelia Reuwsaat Justo
Keyword(s):  
Primary School ◽  
Basic Education ◽  
National Curriculum ◽  
Rio Grande ◽  
Discussion Group ◽  
Rio Grande Do Sul ◽  
School Teachers ◽  
Continuous Education ◽  
Primary School Teachers ◽  
The Common

This study is a part of doctorate research about the contributions of the continuous education of primary school teachers of mathematics in the Common National Curriculum Base. For such purpose, was established a discussion group made of 10 pedagogical supervisors of the early basic education city's municipal education system in the countryside of the Rio Grande do Sul/Brazil who could, during ten meetings, discuss, analyze and reflect over the proposal of the Common National Curriculum Base for primary school. At first, the participants of the group discussed over the Common National Curriculum Base proposed competences in the fields of mathematics. The article, therefore, discusses the concepts of a discussion group composed of primary school pedagogical supervisors about the general competences for elementary school presented on Common National Curriculum Base and its relations with mathematics. The group’s discussions were audio-recorded with the previous authorization of the participants. Through notes in the field researcher’s diary, the participants’ behaviors, inquiries, action, and reflections were watched and analyzed during the meetings. Although the group participants made consistent considerations about how to support student´s skill development it was found that some notes do not conform to the focus of competences or the participants do not realize that they do not apply to the learning process, that is to say, are focused on the student. This emphasizes the need for continuous education about the Common National Curriculum Base for the working early basic education teachers.

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