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Autor/inCahapay, Michael B.
TitelA Case Study of Curriculum Unpacking Practices of a Kindergarten Teacher
QuelleIn: Journal of Curriculum and Teaching, 9 (2020) 2, S.1-8 (8 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1927-2677
SchlagwörterCurriculum Implementation; Preschool Teachers; Public Schools; Academic Standards; Alignment (Education); Developmentally Appropriate Practices; Foreign Countries; National Curriculum; Compulsory Education; Culturally Relevant Education; Misconceptions; Student Centered Learning; Classroom Techniques; Philippines
AbstractCurriculum unpacking, defined as the process of interpreting the intended curriculum into classroom instruction, is important in the overall success of the school curriculum. As a critical process that serves as a bridge between the intended curriculum and classroom instruction, however, there is a paucity of research about it. Hence, this study aimed to describe the curriculum unpacking practices of a teacher. It entailed a qualitative research design specifically a case study to look closely into the single context of a purposively selected kindergarten teacher in a public school. The main data gathering techniques used were key informant interview and document review. The data obtained were subjected to thematic analysis. The result of the study revealed that the participant follows a generally linear process in unpacking the curriculum as noted in the compliance to the minimum standards of the intended curriculum, main consideration of the learner while translating the intended curriculum into instruction as mandated in the law, and alignment of the curriculum and instructional components. However, qualitative probes uncovered possible errors such as misinterpretation of the developmentally appropriate principle espoused by the intended curriculum and discrepancy between the curriculum standards and instructional activities. The implications in practice are discussed in the study. (As Provided).
AnmerkungenSciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto, ON., M3J 3H7, Canada. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: jct@sciedupress.com; Web site: http://www.sciedupress.com/journal/index.php/jct
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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