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首页> 外文期刊>Journal of Education and Practice >Challenges of Implementing a Top-down Curriculum Innovation in English Language Teaching: Perspectives of Form III English Language Teachers in Kenya
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Challenges of Implementing a Top-down Curriculum Innovation in English Language Teaching: Perspectives of Form III English Language Teachers in Kenya

机译：在英语教学中实施自上而下的课程创新的挑战：肯尼亚中III型英语语言教师的观点

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This study investigated the challenges Form III English language teachers face when implementing the revised integrated English language curriculum. A mixed-method descriptive design was used in Eldoret East Sub-County in Kenya. Data was collected through questionnaires, interviews and reflective conversations. Cluster, purposive and random sampling were used to identify 50 study participants. Quantitative data were analyzed using descriptive statistics while qualitative analysis involved transcriptions of interviews and filed notes which were coded, categorized and patterns and themes identified. The study established that lack of appropriate Teacher Professional Development (TPD), content overload and complexity, non-suitable learner characteristics, inadequate directions in course books on integration and inappropriate pre-service training affected curriculum implementation efforts. The study recommends involvement of teachers in the development of curriculum innovations, organized Continuous TPD, development of materials that support teachers in their implementation and review of assessment procedures. Key words: Curriculum, Integrated curriculum, Curriculum implementation,
机译：本研究调查了在实施修订后的综合英语语言课程时表达III英语语言教师面临的挑战。在肯尼亚的Eldoret East Sub县使用混合方法描述设计。通过问卷，访谈和反思谈话收集数据。群集，目的地和随机抽样用于识别50个研究参与者。使用描述性统计分析定量数据，而定性分析涉及采访的转录，并提交的票据被识别，分类和模式和主题。该研究确定，缺乏适当的教师专业发展（TPD），内容过载和复杂性，非合适的学习者特征，在纳入课程书籍中的方向不足，不适当的课程培训受影响课程实施努力。该研究建议教师参与课程创新的发展，组织持续TPD，在其实施和审查评估程序中支持教师的材料开发。关键词：课程，综合课程，课程实施，

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