Article
Details
Citation
Xenofontos C (2019) Primary teachers' perspectives on mathematics during curriculum reform: A collective case study from Cyprus. Issues in Educational Research, 29 (3), pp. 979-996. http://www.iier.org.au/iier29/xenofontos.pdf
Abstract
Several recent studies in mathematics education have argued that, for reforms to be implemented effectively, teachers need to have appropriate support through high-quality professional development programs. Most programs, however, typically prepared by policymakers, focus on how to prepare teachers to use the intended curriculum. In this paper, taking a level-oriented approach, I examine in-service primary teachers' perspectives on school mathematics at the macro-level of the state and policies; the meso-level of the school and the wider community, and the micro-level of the classroom. Drawing on data from semi-structured interviews with 22 experienced teachers in Republic of Cyprus schools, I discuss the importance of examining teachers' perspectives on school mathematics before designing and implementing professional development programs that address curricula reforms.
Journal
Issues in Educational Research: Volume 29, Issue 3
Status | Published |
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Publication date | 31/12/2019 |
Publication date online | 14/07/2019 |
Date accepted by journal | 14/07/2019 |
URL | http://hdl.handle.net/1893/30209 |
Publisher URL | http://www.iier.org.au/iier29/xenofontos.pdf |
eISSN | 1837-6290 |
People (1)
Lecturer, Education