A Case Study on Interdisciplinary Teachers Developing an Integrated Curriculum
|論文名稱(英文)：||A Case Study on Interdisciplinary Teachers Developing an Integrated Curriculum|
|英文關鍵字：||integrated curriculum;inter-language curriculum;interdisciplinary curriculum;professional learning community of teachers|
|摘要(英文)：||The purpose of this study was to investigate the processes of how elementary school teachers from different disciplines (language arts, social studies, art) and from different languages (English or Chinese) co-created an integrated curriculum, and to provide the
suggestions for teacher professional development. The research question concerns how in-service teachers developed an integrated curriculum. This study’s data are of three main types: (1) audio tapes of teacher study-group conversations (in transcript form), (2)
teachers’ portfolio (which collected teachers’ curriculum and artifacts generated from the research), and (3) reflection entries from my reflection journal. Findings suggest that the processes of teachers integrating curriculum were “searching the focus,” “intertextualizing,” and projecting. In addation, teachers were successful in creating an integrated curriculum when they were able to use their own interpretation, connections, and vision. Findings also suggest that the teachers’ construction of an integrated curriculum is different from that of academics. Academics and other experts should allow teachers to use their own interpretation, connection and vision, and respect their autonomy. With that foundation, academics and teachers can collaborate with fruitful results.
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