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

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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.

Keywords: curriculum innovation; teacher beliefs; trans-disciplinary curriculum; views on learning; views on teaching

Document Type: Research Article

DOI: https://doi.org/10.1080/00220270802210453

Affiliations: 1: Department of Curriculum and Instruction, The Jaime and Joan Constantiner School of Education, Tel Aviv University, Ramat Aviv, Tel Aviv 69978, Israel 2: Bar Ilan University unit of Kinneret College, Israel

Publication date: 2009-08-01

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