Exploring Teachers' Views on Learning and Teaching in the Context of a Trans-Disciplinary Curriculum

Autor/inn/en	Levin, Tamar; Nevo, Yael
Titel	Exploring Teachers' Views on Learning and Teaching in the Context of a Trans-Disciplinary Curriculum
Quelle	In: Journal of Curriculum Studies, 41 (2009) 4, S.439-465 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Constructivism (Learning); Teacher Attitudes; Interdisciplinary Approach; Longitudinal Studies; Case Studies; Beliefs; Attitude Change; Problem Based Learning; Educational Innovation; Foreign Countries; Interviews; Questionnaires; Student Projects; Active Learning; Israel + Suchen Sie Ihr Suchwort? Lehrerverhalten; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Belief; Glaube; Attitudinal change; Einstellungsänderung; Problem-based learning; Problemorientiertes Lernen; Instructional innovation; Bildungsinnovation; Ausland; Interviewing; Interviewtechnik; Fragebogen; Schulprojekt; Aktives Lernen
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. (Contains 1 table and 9 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10