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 language | English |
|---|---|
| Pages (from-to) | 439-465 |
| Number of pages | 27 |
| Journal | Journal of Curriculum Studies |
| Volume | 41 |
| Issue number | 4 |
| DOIs | |
| State | Published - Aug 2009 |
Keywords
- Curriculum innovation
- Teacher beliefs
- Trans-disciplinary curriculum
- Views on learning
- Views on teaching