约旦外语教师对现行课程的认知探索：课程开发与教师教育的融合

Q4 Social Sciences Curriculum and Teaching Pub Date : 2021-05-01 DOI:10.7459/ct/36.1.06

Naima Al-husban, Abdeljalil Akkari

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引用次数: 0

摘要

本研究调查了英语教师对制定课程的看法、预期课程的现状以及教师在实施课程时所面临的挑战。采用了定性设计，并采访了15名教师，以了解他们对制定课程的看法。我们的研究结果显示，计划课程和制定课程之间存在不一致，参与者继续以与课程改革不一致的方式教学，教师面临着一些挑战，迫使他们以传统的方式教学。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Exploring EFL Teachers’ Perceptions of Enacted Curriculum in Jordan: Towards Integration Curriculum Development with Teacher Education

This study investigated EFL teachers’ perception of the enacted curriculum, the status of the intended curriculum, and the challenges faced by teachers, while implementing the curriculum. A qualitative design was used and 15 teachers were interviewed to discover their perceptions of the enacted curriculum. Our results revealed that there is a misalignment between the intended curriculum and the enacted curriculum Participants continued to teach in a manner, which was inconsistent with the curriculum reforms, and teachers faced several challenges, that compelled them to teach in a traditional manner.

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来源期刊

Curriculum and Teaching Social Sciences-Education

CiteScore

0.50

自引率

0.00%

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期刊介绍： Curriculum and Teaching, first published in 1985, is an established, refereed international journal publishing original research from throughout the world which deals with major up-to-date issues and trends in curriculum theory and practice. The journal uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration. The journal’s object is to advance the study and development of curriculum and teaching, with a view to improving teaching and pedagogy. Curriculum and Teaching provides an impartial forum for scholars throughout the world, working in the area of curriculum studies. Curriculum and Teaching is double blind peer reviewed. The journal has no publication fees.