Teacher Constructs and Curriculum Change

Olson, John

doi:10.1080/0022027800120102

Cited by 64 publications

(23 citation statements)

References 5 publications

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“…Thus, it is unrealistic to expect that changes initiated and implemented in government offices will make any difference, since teachers will continue to act in the context of pre-understanding or misconception which prevents them from accomplishing any change (Day et al, 1993;Koutselini & Persianis, 2000). Teachers' and parents' understanding reveals their cultural models, the cognitive constructs which give coherence and meaning to sociohistorical experience (Blumenfeld-Jones, 1996;Olson, 1980). In the case of Cyprus, teachers' understanding of Unified Education is grounded on schemata that GREECE-CYPRUS UNIFIED EDUCATION have been established in a historical and political context fully dominated by the national ideal (Koutselini, 1997a).…”

Section: Discussionmentioning

confidence: 96%

“…It has been argued that educational change and curriculum reform will not succeed without first understanding teachers' perceptions derived from personal theories. Furthermore, it is pointed that conceptual change cannot be affected among teachers until their beliefs have been revealed (Fullan, 1993;Hargreaves, 1994;Olson, 1980). Cultural factors affect the perceptions and actions of teachers; one key cultural factor is ''national context,'' which shapes institutional forms and practices and socialises individuals into particular styles of thought and action (Broadfoot, Osborn, & Paillet, 1989).…”

Section: The Purpose Of the Study And Theoretical Frameworkmentioning

confidence: 98%

See 1 more Smart Citation

The Meaning and Rationale of Greece-Cyprus Unified Education: A Teachers’ and Parents’ Beliefs Study

Koutselini¹,

Michaelidou²

2004

Educational Research and Evaluation

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The purpose of the present study was to investigate Cypriot teachers' and parents' attitudes towards, and understanding of, the educational policy of Greece-Cyprus Unified Education. The data of the study were collected through a 3-part questionnaire and an open question asking for attitudes towards, meaning and justification of the Unified Education. The results indicated that teachers and parents approve educational policy of Greece-Cyprus Unified Education and that they believe that it must be implemented more explicitly. In spite of the official declarations of this educational policy, teachers and parents believe that Greece-Cyprus Unified Education does not currently exist. The results are discussed in the light of the effects of cultural factors on teachers' perceptions.

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Section: Discussionmentioning

confidence: 96%

Section: The Purpose Of the Study And Theoretical Frameworkmentioning

confidence: 98%

The Meaning and Rationale of Greece-Cyprus Unified Education: A Teachers’ and Parents’ Beliefs Study

Koutselini¹,

Michaelidou²

2004

Educational Research and Evaluation

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“…A literatura relativa à introdução de práticas inovadoras ou à utilização de novos programas (por exemplo, BORKO;PUTNAM, 1996;OLSON, 1980PETERSON, 1986;RICHARDSON, 1990) • -ajudar os estudantes a tomar consciência de suas crenças implícitas e, falando, a explicitá-las;…”

Section: As Crenças Iniciais Dos Professores: Um Filtro a Ser Consideunclassified

Funções, estruturação e evolução das crenças (e conhecimentos) dos professores

Crahay¹,

Wanlin²,

Issaïeva³

et al. 2017

CadCenpec

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<p>Sintetizando as principais contribuições dos estudos sobre as crenças e os conhecimentos dos professores, este artigo aborda uma das problemáticas ligadas à formação docente: as crenças e conhecimentos dos professores evoluem? De que maneira? Em quais condições? Para responder a essas perguntas, apresentamos diversas correntes de pesquisa: as que tratam das mudanças ditas “naturais”; aquelas sobre as fases de desenvolvimento do docente; os estudos que verificam os efeitos dos programas de formação de professores; as pesquisas que evidenciam o desenvolvimento da equipe, além dos estudos sobre as crenças dos professores iniciantes. Após a apresentação das pesquisas existentes, discutimos a constatação da dificuldade da evolução das crenças dos professores, levantando várias hipóteses para explicar a impermeabilidade relativa dessas crenças aos processos formativos.</p>

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“…Original ideas like Schwab's tend to become reflections of the original conception as they are modified in response to classroom realities. There is a growing body of literature which attests to this fact (Carlson, 1965;Hodgetts, 1968;Goodlad and Klein, 1970;Heron, 1971;House, 1974;Elliott, 1977;Olson, 1980a). Why do innovative ideas suffer the fate they do at the hands of teachers?…”

Section: Introductionmentioning

confidence: 99%

Teacher influence in the classroom: A context for understanding curriculum translation

Olson

1981

Instr Sci

100

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Innovative doctrines create dilemmas for teachers. These dilemmas arise because, when teachers decide to adopt new practices, they face new uncertainties about their role in the classroom, the effectiveness of their methods and the purposes of their instruction. The way teachers used the materials of a particular innovation, the Schools Council Integrated Science Project, is described and explained in terms of teacher control over the uncertainties of classroom life. The Project proposals, initially seen by teachers as increasing the diffuseness of their work, were modified by them so that it was clearer to them what was to be accomplished and how it was to be done. At the same time, a functional alignment of goals, techniques and socialrelationships was maintained through teacher influence in the classroom. The translation of the materials into more specific terms meant that important elements of the "doctrine" of the Project were either ignored or redefined in more traditional terms. Such redefinition of innovation in specific terms raises questions about the effectiveness, as instruments of change, of centralized curriculum projects remote from the practical problems of schools. Implications for curriculum policy and research into the dilemmas teachers face in teaching are discussed.

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Teacher Constructs and Curriculum Change

Cited by 64 publications

References 5 publications

The Meaning and Rationale of Greece-Cyprus Unified Education: A Teachers’ and Parents’ Beliefs Study

The Meaning and Rationale of Greece-Cyprus Unified Education: A Teachers’ and Parents’ Beliefs Study

Funções, estruturação e evolução das crenças (e conhecimentos) dos professores

Teacher influence in the classroom: A context for understanding curriculum translation

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