"The Curriculum Just Flows" -- An Examination of Teachers' Understandings and Implementation of Te Whariki Pre-2017

Autor/inn/en	Cameron, Monica; Aspden, Karyn; Smith, Penny; McLaughlin, Tara
Titel	"The Curriculum Just Flows" -- An Examination of Teachers' Understandings and Implementation of Te Whariki Pre-2017
Quelle	In: Waikato Journal of Education, 28 (2023) 1, S.41-53 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1173-6135
Schlagwörter	Foreign Countries; Curriculum Development; Curriculum Implementation; Teacher Attitudes; Early Childhood Education; Early Childhood Teachers; National Curriculum; Culturally Relevant Education; Holistic Approach; Teaching Methods; Teacher Role; Educational Environment; Play; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Holistischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Spiel; Neuseeland
Abstract	The revision of Te Whariki, the New Zealand Early Childhood Curriculum Framework, in 2017 offered a unique opportunity to gain understanding of the ways teachers in Aotearoa New Zealand think about and enact curriculum in their daily practice. As researchers we were intrigued as to the ways teachers conceptualised the role of curriculum in practice and whether the revised curriculum would generate changes in curriculum implementation. We undertook a research project to capture data about teachers' engagement with, and use of, the curriculum framework, as well as their beliefs about curriculum in the context of early childhood education (ECE). Data collection was designed to focus on two points in time: in 2017 prior to the launch of the revision, with plans to repeat collection after several years with the revised curriculum in effect. Findings reported here draw on interviews conducted with teachers working with Te Whariki (Ministry of Education, 1996) before the revised framework was released. The findings revealed a range of understandings about the meaning of curriculum and the role of curriculum in guiding teachers' enacted practice. Implications for supporting ongoing efforts of enactment and implementation of ECE curriculum are discussed. (As Provided).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01