Exploring teachers' views on learning and teaching in the context of a trans-disciplinary curriculum

被引：15

作者：

Levin, Tamar ^{[1
]}

Nevo, Yael ^{[2
]}

机构：

[1] Tel Aviv Univ, Jaime & Joan Constantiner Sch Educ, Dept Curriculum & Instruct, IL-69978 Tel Aviv, Israel

[2] Bar Ilan Univ, Unit Kinneret Coll, IL-52100 Ramat Gan, Israel

来源：

JOURNAL OF CURRICULUM STUDIES | 2009年 / 41卷 / 04期

关键词：

curriculum innovation; teacher beliefs; trans-disciplinary curriculum; views on learning; views on teaching; BELIEFS; KNOWLEDGE; CONCEPTIONS;

D O I：

10.1080/00220270802210453

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This longitudinal case study of a single school examines changes in the educational beliefs of 10 elementary-school teachers who experienced a constructivist-based trans-disciplinary curriculum (CTC). After 3 years of experiencing a CTC, which emerges through theme-oriented and project-based learning, teachers' educational beliefs had changed to demonstrate multiple views rather than pure beliefs. Teachers' beliefs form a mosaic of complementary visions and the process of change in teachers' beliefs reflects the 'overlapping' rather than the 'staircase' metaphor.

引用

页码：439 / 465

页数：27

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