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

Tamar Levin*, Yael Nevo

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

21 Scopus citations

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.

Original languageEnglish
Pages (from-to)439-465
Number of pages27
JournalJournal of Curriculum Studies
Volume41
Issue number4
DOIs
StatePublished - Aug 2009

Keywords

  • Curriculum innovation
  • Teacher beliefs
  • Trans-disciplinary curriculum
  • Views on learning
  • Views on teaching

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