Exploring the Alignment of the Intended and Implemented Curriculum through Teachers' Interpretation: A Case Study of A-Level Biology Practical Work

Autor/inn/en	Phaeton, Mukaro Joe; Stears, Michèle
Titel	Exploring the Alignment of the Intended and Implemented Curriculum through Teachers' Interpretation: A Case Study of A-Level Biology Practical Work
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 13 (2017) 3, S.723-740 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Case Studies; Biology; Curriculum Design; Foreign Countries; Integrated Curriculum; Science Instruction; Science Education; Secondary School Teachers; Science Process Skills; Scientific Concepts; Science Teachers; Curriculum Implementation; Curriculum Development; Questionnaires; Interviews; Zimbabwe + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Biologie; Lehrplangestaltung; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fragebogen; Interviewing; Interviewtechnik; Simbabwe
Abstract	The research reported on here is part of a larger study exploring the alignment of the intended, implemented and attained curriculum with regard to practical work in the Zimbabwean A-level Biology curriculum. In this paper we focus on the alignment between the intended and implemented A-Level Biology curriculum through the lens of teachers' interpretation of the curriculum. This interpretive study sought to understand how teachers interpret a particular curriculum design. Participants were five teachers drawn from four High schools in Zimbabwe. The findings show a misalignment between the intended and implemented curriculum caused by teachers' misinterpretation of the intended curriculum. Teachers lacked knowledge of Science Process Skills and could not interpret them from the curriculum documents. They interpreted the curriculum through the examinations and were reluctant to engage with the curriculum in order to understand the objectives for practical work. The poor design of the curriculum contributed to this reluctance. This misalignment has implications for curriculum design and implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01