'The New Curriculum Is a New Baby': Metaphors of Reform in History Pedagogy

Autor/inn/en	Chimbi, Godsend T.; Jita, Loyiso C.
Titel	'The New Curriculum Is a New Baby': Metaphors of Reform in History Pedagogy
Quelle	In: Curriculum and Teaching, 38 (2023) 1, S.49-66 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0726-416X
DOI	10.7459/ct/38.1.04
Schlagwörter	Secondary School Teachers; Figurative Language; Curriculum Development; Teacher Attitudes; Foreign Countries; History Instruction; Curriculum Implementation; Zimbabwe + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerverhalten; Ausland; History lessons; Geschichtsunterricht; Simbabwe
Abstract	Teachers unconsciously, and at times intentionally, use metaphors to graphically image new reform policy. This qualitative multiple case-study explores how secondary school teachers employed metaphors to communicate excitement and/or frustrations with a new history curriculum they were implementing in Zimbabwe. Findings from semi-structured interviews and lesson observations indicate that, although teachers employed either reform friendly or reform antagonistic metaphors, their metaphoric representations were consistently evolving. The new history curriculum was viewed as a new baby whose habits everyone was trying to learn. Conversely, it was equated to a dictated peace treaty. The implications of these metaphors are interrogated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01