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

Tamar Levin; Yael Nevo

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

机译：在跨学科课程中探讨教师对学与教的看法

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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.

机译：这项针对一所学校的纵向案例研究考察了10名小学教师的教学观念变化，这些教师经历了基于建构主义的跨学科课程（CTC）。在经历了3年的CTC之后，通过主题型学习和基于项目的学习出现了CTC，教师的教育信念发生了变化，表现出了多种观点，而不是纯粹的信念。教师的信念形成了互补性愿景的拼接，而教师信念的变化过程则反映了“重叠”而不是“楼梯”的隐喻。

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来源
《Journal of Curriculum Studies》 |2009年第4期|439-465|共27页
作者
Tamar Levin; Yael Nevo;
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作者单位

Department of Curriculum and Instruction, The Jaime and Joan Constantiner School of Education, Tel Aviv University, Ramat Aviv, Tel Aviv 69978, Israel;

Bar Ilan University unit of Kinneret College, Israel;

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正文语种 eng
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关键词
curriculum innovation; teacher beliefs; trans-disciplinary curriculum; views on learning; views on teaching;

机译：课程创新;教师信念;跨学科课程;学习观;教学观;

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

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