{"id":3706,"date":"2015-06-02T15:21:57","date_gmt":"2015-06-02T07:21:57","guid":{"rendered":"http:\/\/www.appliedpsyj.org\/journal\/?p=3706"},"modified":"2015-06-02T15:22:17","modified_gmt":"2015-06-02T07:22:17","slug":"what-does-curriculum-reform-mean-to-teachers%ef%b9%96","status":"publish","type":"post","link":"https:\/\/www.appliedpsyj.org.tw\/journal\/?p=3706","title":{"rendered":"What Does Curriculum Reform Mean to Teachers\ufe56"},"content":{"rendered":"

Hornfay Cherng<\/strong>
\nDepartment of Elementary Education\u00a0National Hsinchu Teacher College
\nChi-Shun Hwang<\/strong>
\nYun-Lo Elementary School\u00a0Taipei City<\/p>\n

This study examined two qualitative case studies of teachers’ participation\u00a0in curriculum reform. One American teacher and two Taiwanese\u00a0teachers were compared and analyzed in terms of their experiences in\u00a0the curriculum change processes. Dewey’s theory of experience was employed\u00a0as the interpretive framework. The findings suggest that curriculum\u00a0reform should not be viewed as an end to which the teacher is seen\u00a0as a means. Instead, we argue that curriculum reform should be pursued\u00a0only when teachers’ professional needs are met throughout the process.\u00a0Teachers might take various forms of resistance against the reform policy\u00a0if their needs are neglected. Unfortunately, teachers often feel exploited\u00a0or alienated in the reform process due to such negligence. Providing\u00a0teachers with a nurturing environment for continuous professional
\ngrowth is more fundamental and practical than simply trying to\u00a0reform the curriculum every now and again. Teachers are often blamed\u00a0for being unprepared or uncommitted when reform efforts fail, but people\u00a0seldom ask why teachers are not prepared and not committed. We\u00a0seem to pay much attention to what our children need, a primary reason\u00a0for most reforms to occur. However, we often forget that it is the teachers\u00a0who must have what we want our children to have first before they can\u00a0deliver it.<\/p>\n

Keywords: curriculum reform, qualitative inquiry, John Dewey,\u00a0teachers’ professional development, comparative education<\/p>\n","protected":false},"excerpt":{"rendered":"

Hornfay Cherng Department of Elementary Education\u00a0Natio …<\/span> Read More →<\/span><\/a><\/span><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[90],"tags":[],"class_list":["post-3706","post","type-post","status-publish","format-standard","hentry","category-90"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t