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Support or Restriction: Swedish Primary School Teachers' Views on Mathematics Curriculum Reform
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.ORCID-id: 0000-0001-6586-7519
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.ORCID-id: 0000-0003-0120-9829
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Malardalen Univ, Vasteras, Sweden..
2015 (engelsk)Inngår i: Views and Beliefs in Mathematics Education, 2015, s. 67-80Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

This paper reports the results of a quantitative study on primary teachers' (n=253) views on the introduction of steering documents and national examinations for Grade 3. While the majority of the teachers experience the reform as empowering, some teachers feel the new curriculum and the national examination restrict their teacher professionalism. We found differences in how teachers viewed the reform depending on whether they had graduated before or after the reform in 1994. The differing views can be connected to teachers' beliefs about teacher professionalism and the relation between teaching, learning and maturing. We discuss our findings also in the light of curriculum development during the last four decades.

sted, utgiver, år, opplag, sider
2015. s. 67-80
Emneord [en]
teacher beliefs, curriculum reform, teacher professionalism, primary school, mathematics
HSV kategori
Identifikatorer
URN: urn:nbn:se:mdh:diva-33052DOI: 10.1007/978-3-658-09614-4_6ISI: 000380769000006ISBN: 978-3-658-09614-4 (tryckt)OAI: oai:DiVA.org:mdh-33052DiVA, id: diva2:957189
Konferanse
19th International Conference on Mathematical Beliefs (MAVI), Freiburg, GERMANY, SEP 25-28, 2013
Tilgjengelig fra: 2016-09-01 Laget: 2016-09-01 Sist oppdatert: 2016-09-01bibliografisk kontrollert

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