An Analysis of English Language Teachers' Perceptions of Curriculum Change in the United Arab Emirates

Autor/in	Alwan, Fatma Hamad
Titel	An Analysis of English Language Teachers' Perceptions of Curriculum Change in the United Arab Emirates
Quelle	(2006), (270 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Qualifikationsarbeit (Dissertation, Habilitationsschrift)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Curriculum Development; Curriculum Evaluation; Second Language Instruction; Teaching Methods; Language Teachers; Women Faculty; English (Second Language); Teacher Attitudes; Foreign Countries; Secondary School Teachers; Interviews; Instructional Materials; Teacher Participation; United Arab Emirates + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Frauenakademie; Weibliche Gelehrte; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Ausland; Interviewing; Interviewtechnik; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Vereinigte Arabische Emirate
Abstract	This is a qualitative study of English language female secondary school teachers' perceptions of curriculum change in the United Arab Emirates. It aimed at understanding curriculum change from the teachers' perspective. The sample consisted of sixteen female teachers in three secondary schools who had experience teaching the former and the current English language curricula. The study was conceived within the interpretive paradigm. This research method was selected on the basis that people's perceptions and issues related to curriculum are more suited to an interpretive approach, which provides thick descriptions of the phenomenon under study and generates theory. Data collection methods included repeated recorded face-to-face semi-structured interviews, member-checking group interviews and document reviews. Interpretation of the data revealed that according to the research participants, curriculum was synonymous with the materials. Participants agreed that nothing else had changed other than the books. Teachers had contradictory affective reactions to curriculum change since they approved of some aspects of change but were disturbed by other aspects. Their feelings evolved with time to become more positive with familiarity. Expressions that teachers used conveyed their low morale and their perceptions of their role in curriculum change as marginal, inferior and passive; and indicated that they were excluded from the process of curriculum development. Several curriculum development processes were found to be lacking. Teacher's voice was not active in the context of the study due to lack of job security, and issues of hierarchy and control. The study recommends giving voice to teachers in curriculum change by involving them in curriculum development processes. The study also recommends eliminating factors that lead to current defects in the English language curriculum such as the nature of student assessment; and the unimplemented elements in the curriculum, such as needs analysis, curriculum evaluation, teacher training and curricular support. Curriculum goals, Description of Materials Taught, English Test Paper Specifications, Curriculum Discussion, Invitations to Participate, Interview Schedules, and Sample Interview Transcripts are appended. [Ed.D. Dissertation, University of Exeter.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10