Exploring teachers' views on learning and teaching in the context of a trans-disciplinary curriculum
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
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: 01 August 2009
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