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.
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页码：439 / 465
页数：27
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