Teachers Evaluate the New Curriculum in English: Views Regarding Evaluation and Evaluation Tools

Autor/in	Adin-Surkis, Abigail
Titel	Teachers Evaluate the New Curriculum in English: Views Regarding Evaluation and Evaluation Tools
Quelle	In: Research in Education, 93 (2015) 1, S.34-59 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-5237
DOI	10.7227/RIE.0009
Schlagwörter	Foreign Countries; English Curriculum; English (Second Language); Curriculum Evaluation; Teacher Attitudes; Teacher Role; Inservice Teacher Education; English Teachers; Questionnaires; Secondary School Teachers; Interviews; Statistical Analysis; Qualitative Research; Textbooks; Exit Examinations; Israel + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Lehrerverhalten; Lehrerrolle; Lehrerfortbildung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Fragebogen; Interviewing; Interviewtechnik; Statistische Analyse; Qualitative Forschung; Textbook; Text book; Schulbuch; Lehrbuch; Final examination; Abschlussprüfung
Abstract	English is solidly entrenched in Israel as the "first foreign language", as defined in the Policy on Language Education in Israeli Schools. The English curriculum published in 2001 expresses the view that English is the world's most important language and therefore requires the highest standards of teaching. This research examined how English teachers perceive the curriculum and how they see their roles as evaluators of the curriculum. The research also examined how the professional knowledge which the designated in-service training course (NBA training) provided affected their role perception. The results of the research show that the new curriculum was missing key elements; most teachers had never studied curriculum evaluation; there is a gap between teachers and curriculum authors in the interpretation of curriculum flexibility; teachers did not perceive textbook potential. Finally, the research suggests that ascertaining teachers' perceptions can contribute to theoretical and practical aspects of curriculum planning. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01