Curricular perceptions and pedagogical orientation of school teachers
Date
2010-05
Authors
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Journal ISSN
Volume Title
Publisher
Faculty of Education, Tribhuvan University Kirtipur
Abstract
The main purpose of this study was to find out the perceptions of school teachers on
different aspects of curriculum such as concept of curriculum, local curriculum, textbooks,
learners, classroom activities, evaluation and co-curricular activities and the interrelationship
between teachers‟ curricular perceptions and pedagogical activities. This study also tried to
analyze how far the teachers' orientation influenced their pedagogical processes.
This study followed qualitative research methodology. Kavre district was the field for
this study. Secondary school teachers of three major subject areas: language, mathematics and
social studies and students of that level were the research participants. Phenomenological
research approach was used to collect the lived experiences of the research participants. The
collected information was triangulated and interpreted linking with different theories.
The findings indicate that school teachers perceived curriculum as a guiding document
for teaching learning process designed by the experts. Teachers‟ pedagogical actions were
guided based on their own curricular understanding and they were in transforming phase from
traditional to modern approaches of teaching learning system. Despite this, there was gap
between the existing learning opportunities provided to students and the changing context. In this
context, as teachers are the pillars to deliver the curriculum, they should be given some
responsibilities for developing curriculum so that they can internalize and implement it
effectively.
Description
Keywords
Curriculum, Learners, School teachers, Education