|
" The Role of Teachers’ Beliefs in the Implementation of Curriculum Reform Initiative in the Indonesian Education System Context "
Yukamana, Hanni
Ross, Vicki
| Document Type
|
:
|
Latin Dissertation
|
| Language of Document
|
:
|
English
|
| Record Number
|
:
|
1053688
|
| Doc. No
|
:
|
TL52805
|
| Main Entry
|
:
|
Yukamana, Hanni
|
| Title & Author
|
:
|
The Role of Teachers’ Beliefs in the Implementation of Curriculum Reform Initiative in the Indonesian Education System Context\ Yukamana, HanniRoss, Vicki
|
| College
|
:
|
Northern Arizona University
|
| Date
|
:
|
2020
|
| Degree
|
:
|
Ph.D.
|
| student score
|
:
|
2020
|
| Note
|
:
|
193 p.
|
| Abstract
|
:
|
Curriculum reform implementation is portrayed as being influenced by teachers’ internal factors, such as their beliefs regarding the reform. The purpose of the research was to understand the role that teachers' beliefs play in the implementation of curriculum reform through an analysis of teacher practices in public senior high schools located in Palembang, South Sumatera province, Indonesia. The research examined teachers’ beliefs and congruency between the beliefs with the reform’s philosophy. The study explored how teachers’ beliefs impact teachers’ implementation of curriculum reform. The investigation was approached through multiple case study methodology by selecting four senior high school teachers from different public schools. Each teacher participant was the subject of an individual case to account for the varied teaching contexts. Data were gathered from interviews, classroom observations, video-recorded teaching sessions, teachers’ lesson plans, and students’ deidentified classroom assignments. This study identified the complex relationship between teachers’ beliefs and their teaching practices. Three types of teachers’ beliefs derived from the theoretical framework of the study appeared to affect teacher participants’ practices as they attempted to implement the Indonesian 2013 Curriculum reform agenda into their classrooms. Research findings revealed congruency and incongruency between teachers’ beliefs and the underpinning philosophy of the curriculum reform influenced the reform implementation. Results confirmed the role that teachers’ beliefs play in the implementation of curriculum reform initiative in the context of the Indonesian education system. Implications for teachers, schools, and policymakers, as well as future research, were discussed.
|
| Descriptor
|
:
|
Curriculum development
|
|
|
:
|
Education
|
|
|
:
|
Teacher education
|
| Added Entry
|
:
|
Ross, Vicki
|
| Added Entry
|
:
|
Northern Arizona University
|
| |