Article 2009

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

Journal of Curriculum Studies
Journal · Vol. 41 · Issue 4 · pp. 439-465
Abstract

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. © 2009 Taylor & Francis.

Keywords

Author Keywords

Curriculum innovation Teacher beliefs Trans-disciplinary curriculum Views on learning Views on teaching

Index Keywords

Author Affiliations
Department of Curriculum and Instruction, Tel Aviv University, Tel Aviv-Yafo, Tel Aviv District, Israel
Bar-Ilan University, Ramat Gan, Tel Aviv District, Israel
Funding & Acknowledgements
No funding information
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