Elementary Teachers' Beliefs and Practices Pertaining to Freedom of Learning Curriculum Reform Policy: A Qualitative Study

Autor/inn/en	Mustofa; Lin, Chunn-Ying; Chen, Hui-Hua
Titel	Elementary Teachers' Beliefs and Practices Pertaining to Freedom of Learning Curriculum Reform Policy: A Qualitative Study
Quelle	In: International Journal of Education and Practice, 11 (2023) 2, S.166-179 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mustofa) ORCID (Lin, Chunn-Ying) ORCID (Chen, Hui-Hua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-6897
Schlagwörter	Elementary School Teachers; Teacher Attitudes; Beliefs; Educational Practices; Academic Freedom; Curriculum Development; Educational Policy; Educational Change; Foreign Countries; Elementary School Curriculum; Faculty Development; Teacher Education; Curriculum Implementation; Teacher Competencies; Indonesia + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Belief; Glaube; Bildungspraxis; Akademische Freiheit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Bildungsreform; Ausland; Lehrerausbildung; Lehrerbildung; Lehrkunst; Indonesien
Abstract	This study examines elementary school teachers' beliefs and practices pertaining to the 'freedom-of-learning' curriculum reform policy in Indonesia. With regard to teachers' beliefs, this study explored current topics and discussed the challenges that teachers, schools, and the government must address to when preparing to implement reforms. We conducted interviews and discussions with six elementary school teachers from six schools and enrolled participants based on their past or current experience in coordinating school curriculum frameworks and managing school curricula. Responses differed between (1) teachers who were skeptical of and resistant to the new policy, and (2) teachers who felt that the new policy was crucial and were enthusiastic about it provided specific conditions were met. However, both groups of teachers were not yet ready to accept this new policy. Based on these findings, this study recommended the following for teachers, schools, and curriculum policymakers: (1) The ongoing driving teacher program must be implemented effectively and, in a manner, different from prior programs; (2) The socialization of the freedom-of-learning curriculum reform policy must be conceptualized and systematic such that teachers develop a clear understanding of the policy; and (3) During the implementation of reforms, the government should not only focus on technical implementation but also on fundamental changes in mindset. (As Provided).
Anmerkungen	Conscientia Beam. 19-C, Sunset Lane 3, DHA Phase 2 extension Karachi, Pakistan. e-mail: editor@conscientiabeam.com; Web site: http://www.conscientiabeam.com/journal/61
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01