Curriculum Change in Uganda: Teacher Perspectives on the New Thematic Curriculum

Autor/in	Altinyelken, Hulya Kosar
Titel	Curriculum Change in Uganda: Teacher Perspectives on the New Thematic Curriculum
Quelle	In: International Journal of Educational Development, 30 (2010) 2, S.151-161 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2009.03.004
Schlagwörter	Curriculum Development; Teacher Attitudes; Curriculum Implementation; Barriers; Educational Change; Foreign Countries; Developing Nations; Educational Environment; Educational Development; Educational Policy; Policy Analysis; International Education; Elementary School Teachers; Thematic Approach; Uganda + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerverhalten; Bildungsreform; Ausland; Developing country; Developing countries; Entwicklungsland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsentwicklung; Politics of education; Bildungspolitik; Politikfeldanalyse; Internationale Erziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Themenzentrierter Unterricht
Abstract	Based on a fieldwork study, this article seeks to investigate the implementation of "thematic curriculum" in Uganda from the perspectives of teachers. The article shows that although the majority of teachers are enthusiastic about the new curriculum, their implementation efforts are constrained by a multitude of challenges. The findings raise questions with regard to the appropriateness of the new curriculum initiative to the structural realities of Ugandan classrooms, and calls for increased attention to the implementation process. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10