|
| << vorige | volgende >> |
Tijdschrift beschrijving
Alle jaargangen van het bijbehorende tijdschrift
Alle afleveringen van het bijbehorende jaargang
Alle artikelen van de bijbehorende aflevering
Details van artikel 2 van 8 gevonden artikelen
| Titel: |
Conceptions of the Curriculum: teachers and 'truth' |
| Auteur: |
Haes, Julian |
| Verschenen in: |
British journal of sociology of education |
| Paginering: | Jaargang 3 (1982) nr. 1 pagina's 57-76 |
| Jaar: |
1982 |
| Inhoud: |
This article draws its inspiration from the three socio-epistemological theories of phenomenology, contextualism and traditional epistemology and their abrasive interrelation. From these foundations, a theoretical framework is devised as a basis for an exposition and interpretation of empirical work undertaken in four contrasting school contexts. The aim of the research was firstly to look for similarities between teachers' conceptions of the curriculum and secondly to provide evidence which could be used as a basis for judging to what extent these similarities were constrained by teachers' conceptions of 'truth'. The paper discusses teachers' responses to three questions from an open-ended questionnaire; these requested views on how far curriculum content was considered to be related: (a) to individual pupils, (b) to social requirements and (c) to 'truth'. The discussion of each question resolves itself into a number of issues connected with these three themes. The article is predominantly interpretative but a short appendix displays a more rigorous analysis of the distribution of the responses across the four schools. Finally, although the paper is concerned with opinions about curricula rather than with actual curricula transactions, my hope is that awareness of teachers' ideas may provide indicators for curricular realities. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 2 van 8 gevonden artikelen
| << vorige | volgende >> |