Journal of Curriculum Studies Research
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The Link between Moral Psychology and Ethics in the Moral Subject Curriculum: A Focus on Protagoras’ Virtue Education
Full text linkThe moral subject curriculum incorporates various disciplines, such as ethics and moral psychology. This study integrates moral psychological, and ethical perspectives within the moral subject curriculum to ensure content consistency. The Korean elementary school’s moral subject curriculum integrates a constructivist perspective for moral psychological aspects alongside the virtue ethics theory for ethical considerations. We analyze the virtue education perspectives of Protagoras and Socrates to determine their compatibility with constructivism, with a focus on Protagoras. For this analysis, we set criteria for analyzing educational perspectives related to constructivism and objectivism. Based on these findings, we analyze the virtue education perspectives of Protagoras and Socrates to identify their distinctive characteristics. Ensuring consistency of content is essential for developing Korea’s moral subject curriculum
Comparison of Motivation and Job Satisfaction of Teachers Working in Schools with Low and High International SACERS Scale Scores
Full text linkIn recent years, countries have taken many initiatives to determine the quality of their educational environments and to raise them to a certain level of standard. At the center of this effort to assess and improve quality is the School Age Care Environment Rating Scale International [SACERS]. At its core, SACERS assesses critical aspects of school-age care settings. This study aimed to compare the teaching motivation and job satisfaction levels of teachers working in schools with high and low SACERS scores. A total of 242 teachers from five general schools in Kazakhstan with low SACERS scores and five schools with high SACERS scores participated in the study, which used a causal comparison design. Schools were categorized according to SACERS score. 'Teaching Motivation Scale' and Minnesota Job Satisfaction Scale' were used to collect the data. The analysis revealed that teachers had high levels of job satisfaction and teaching motivation in schools with high SACERS scores
Common Misconceptions About Absolute Value and Related Thinking Strategies
Full text linkThis research paper seeks to identify the widespread misconceptions held by pre-service mathematics teachers regarding absolute value and the associated thinking strategies. The researchers constructed a comprehension test consisting of thirty-two items, all based on the concept of absolute value. A total of 60 Mathematics majors enrolled in Jordanian universities took the test. After purposeful selection, interviews were conducted with fifteen of the respondents in order to obtain in-depth information and confirm their written test responses. Upon thorough analysis of the data, it was concluded that most subjects encountered difficult in solving the absolute value equations and that there were clear discrepancies in the definitions of absolute value held by the participants. Moreover, it was found that the common errors committed by the students fell into one of six categories: (i) removing the two absolute value symbols; (ii) focusing deeply on rules; (iii) converting the two absolute value symbols into parentheses; (iv) ignoring the number within the two absolute value bars; (v) lack of algebraic treatments; and (vi) inability to graph the absolute value. These findings indicate that there are fundamental pedagogical errors made during the teaching and learning process for certain maths topics
Using Contemplative Practice for Pre-service Teacher Healing
Full text linkThere is a critical need to create a shift in curriculum that is framed around the whole person rather than isolating a pre-service teacher’s development solely to theory, content, and skills. This paper explores ways to promote citizenship, sustain preservice teacher wholeness and wellbeing, and examine preservice teacher perceptions of spirituality and mindfulness
Saber-toothing the University In–service Curriculum for Zimbabwean Primary Schools: The Contestations
Full text linkIn this study, the authors argue that ‘saber–toothing’ the university in-service curriculum is a critical success factor in building an impact educational programme for Zimbabwean primary schools. By saber-toothing the in–service curriculum, the authors propose that the education curriculum at university should continue to develop in order to address and serve the purposes and needs of the time. It explains how some unexamined habits and practices can result in resisting the much-needed curriculum reforms. The new global and national conditions demand a paradigm shift to chat new in–service curriculum discourses that develop the Zimbabwean education system. The study uses an interpretivist qualitative case study of one Zimbabwean university, purposively sampled five experienced and senior lecturers teaching the in–service programme and ten in–service student teachers. Data were collected through semi–structured interviews in respect of lecturers, focus group discussions within–service students and document review of module outlines. The main finding is that the in–service curriculum has remained stagnant in the changing times and failed in its highest end to develop a reflective and responsive in–service product that can ‘saber–tooth’ the knowledge and skills to solve challenges and realities of their time and contexts. The study recommends that universities re-vision the largely existing in-service academic curricula and practices to adopt a practically–oriented, knowledge generation training and skills-based model that equips teachers with the proper knowledge and skills to change educational fortunes in their unique local school contexts
The Impact of Teachers' Classroom Behavior Management Strategies on Learning Behavior among Chinese Art Students
Full text linkPrevious studies have examined teachers' classroom behavior management strategies (TCBMS) and students' learning behavior (SLB) from a static perspective, particularly outside the realm of art education. This mixed-methods study aimed to comprehensively explore the detailed correlation between each dimension and the dynamic elements of TCBMS and SLB variables. Eighty-seven teachers and 453 students from Chinese art universities completed an online survey on TCBMS and SLB. Additionally, in-depth interviews with five art teachers were conducted to examine the dynamic aspects of learning behavior. Quantitative data were analyzed using structural equation modeling (SEM) to explain the impact of TCBMS on SLB. The research findings reveal that all aspects of TCBMS positively contribute to SLB. Three components of TCBMS were particularly dominant in improving SLB: feedback, the student-teacher relationship, and the use of traditional writing on the whiteboard. Teachers' feedback emerged as the most effective method for encouraging students' attention in art classroom learning. The study also examined how teachers provided input to their art students and the subsequent impact on their learning
The Impact of Coaching on Development of Transversal Skills: An Exploratory Study of Teacher Candidates in Kazakhstani Primary Education
Full text linkIn Kazakhstan, the development of future teachers' transversal skills is currently underemphasized in both curricula and basic educational programs. This gap poses a risk that many pedagogy graduates will lack essential transversal skills, thereby potentially reducing their effectiveness in their professional lives and hindering their career improvement. However, empirical data on the effectiveness of interventions, such as coaching, in enhancing transversal skills among future teachers are limited. This study aims to examine the impact of coaching interventions on enhancing transversal skills in future educators using a mixed methods approach. The experiment involved 100 participants and highlighted challenges such as limited knowledge of transversal skills, motivation issues in skill development, and difficulties in utilizing coaching technology effectively. However, the study findings reveal significant improvements in participants' transversal skills after implementing and testing an academic program designed for this purpose. These findings can serve as a basis for developing strategies to enhance transversal skills in university settings and inform the adaptation of educational programs focused on transversal skill development
The Implementation of Art Appreciation Courses in Chinese University General Education: A Case Study
Full text linkThis research critically evaluates and assesses the current status of Art Appreciation Courses (AAC) within the General Education (GE) curriculum in Chinese universities. The investigation is focused on delineating the strengths, pinpointing the weaknesses, and identifying potential areas for improvement. The research methodology encompasses a thorough review of relevant literature and the implementation of a qualitative case study approach. Interviews were conducted with four AAC instructors, selected through purposive sampling, and their documents were subjected to analysis. The primary findings suggest that the instructors are committed to enhancing students' humanities knowledge, aesthetic education, and artistic abilities by developing appreciation skills. However, they encounter several challenges, including a limited knowledge base among students, inadequate course duration, insufficient facilities, and a tenuous connection between the course and the major. The instructors adhere to a teaching philosophy integrating aesthetic education using a situational model, cultivating positive attitudes and distinctive courses. Our study recommends several enhancements for Art Appreciation Courses (AAC) in Chinese universities. We suggest diversifying AAC topics and facilitating cross-cultural comparisons. Active learning should be promoted through interactive methods and participation in art activities. Interdisciplinary integration can be bolstered by collaborating with other disciplines. Lastly, resources should be augmented, and assessments should be diversified to foster creativity, and student engagement should be enhanced
The Impact of the Pirie-Kieren Theory on Developing Fraction Understanding in Third-Grade Students
Full text linkThis study aims to examine the impact of applying the Pirie-Kieren theory to enhance third-grade students' understanding of fractions in Kosovo. Fractions are a foundational concept in mathematics, essential for both mathematical competency and general education. However, comprehending fractions remains a major challenge for students, educators, and parents worldwide, including in countries with well-established traditions in mathematics education. By incorporating the Pirie-Kieren theory into the design of instructional programs and textbooks, the content is structured in a coherent and logical progression. This method ensures that each learning unit builds on previously acquired knowledge, thereby transforming present learning into a strong foundation for future understanding. In Kosovo, where the introduction of fractions begins in the third grade, our study utilized an experimental design with a control group, involving a total of 148 students - 80 from experimental classes and 68 from control classes - across three schools in different regions. We started by conducting a detailed analysis of curriculum components and textbooks related to fractions, identifying several didactic-methodological shortcomings, including disorganized content, inadequate visual representations, and material that was not age-appropriate. In the experimental phase, we created detailed lesson plans for teachers and worksheets for students in the experimental groups, ensuring they were in accordance with the principles of the Pirie-Kieren theory. These materials were refined with input from experts and reputable organizations such as UNESCO, the State Department, NCTM, and OECD. The study also designed a specialized test to evaluate outcomes in both the experimental and control groups. The results were analyzed using various statistical methods to compare the performance of the two groups. The study findings reveal that teaching and learning fraction-related content through the Pirie-Kieren theory/model is significantly more effective than traditional instructional methods
Economics Teachers' Integration of ICT for Enhanced Economics Curriculum Implementation
Full text linkInformation and communication technology (ICT) has gained tremendous attention as a tool for instructional delivery and assessment. However, high school Economics teachers have yet to fully utilize this educational tool to implement the Economics curriculum effectively. Information and communication technology enables teachers to communicate with learners outside the physical classroom, encourages learner engagement, facilitates differentiated teaching, simplifies abstract concepts, and helps teachers design, distribute and provide immediate assessment feedback. Nevertheless, there is sparse research on Economics teachers' integration of ICT to enhance Economics curriculum implementation in South Africa. This empirical study explores Economics teachers' ICT integration to enhance Economics curriculum implementation. Mediated learning experience (MLE) was the theoretical framework which guided this study. A qualitative approach was used in this study. Three teachers from three different research sites were purposefully selected for the study. Using a case study design, data were obtained through semi-structured interviews and classroom observations. The study findings reveal that the teachers in this study were utilizing ICT to enhance their teaching. However, there is still room for improvement in teachers' ICT integration. The study recommends continuous teacher development on ICT integration to enhance economics curriculum implementation