Reformed Curriculum Framework: Insights from Teachers' Perspectives

Autor/in	Takker, Shikha
Titel	Reformed Curriculum Framework: Insights from Teachers' Perspectives
Quelle	In: Journal of Mathematics Education at Teachers College, 2 (2011) 1, S.34-39 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-1400
Schlagwörter	Curriculum Development; Teacher Attitudes; National Curriculum; Mathematics Education; Barriers; Educational Practices; Praxis; Curriculum Implementation; Elementary School Teachers; Questionnaires; Qualitative Research; Mathematics Instruction; Mathematics Teachers; Elementary School Mathematics; Teacher Surveys; Observation; Foreign Countries; India + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerverhalten; Mathematische Bildung; Bildungspraxis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Qualitative Forschung; Mathematics lessons; Mathematikunterricht; Mathematics; Mathematik; Elementare Mathematik; Schulmathematik; Beobachtung; Ausland; Indien
Abstract	The National Curriculum Framework 2005 envisions a reformed curriculum that connects knowledge and learning to the child's context. While concerns of equity, accessibility, and social transformation have been aimed through education, the crucial link of "teacher"--instrumental in realizing these aims--seems missing. This study explores teachers' views about mathematics, their understanding of children's roles and issues of pedagogy within the context of the curriculum document. The paper is an attempt to bring forth the teachers' perspective on a reformed curricula, the kind of constraints it poses upon them in practice and the lack of spaces for teachers to critically engage with the curriculum. Considering classrooms as rich resources for teacher learning "from" practice, teachers need support structures and forums to discuss, evaluate, and enrich the curricular suggestions for reforms and critically inform practice. (As Provided).
Anmerkungen	Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: http://www.tc.columbia.edu/jmetc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01