NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ910747
Record Type: Journal
Publication Date: 2009
Pages: 22
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-0022-0272
From Curriculum Guide to Classroom Practice: Teachers' Narratives of Curriculum Application
Shkedi, Asher
Journal of Curriculum Studies, v41 n6 p833-854 2009
The paper examines the implementation of an external written curriculum in the classroom. The study is based on observation of and interviews with 26 Israeli Bible teachers who followed a formal curriculum and used a teachers' guide. The study identified three types of curriculum narrative: the frame narrative, the task narrative, and the meta-narrative. Whereas both curriculum writers and teachers were conscious of the existence of the frame and task narratives, neither group was aware of the existence of the curriculum meta-narrative. Moreover, most teachers felt no obligation to adhere to the curriculum writers' frame narrative and suggested curriculum activities, and, indeed, some 80% of the curriculum tasks analysed in this study were devised by teachers, not suggested by curriculum writers. Teachers were also unaware of the curriculum writers' meta-narrative and constructed their own meta-narratives, which differed almost completely from that of the writers. This study reveals that the conception of teachers as "obedient" to a written curriculum, which they interpret and adapt while preserving its essential principles, is inconsistent with the teachers' own curriculum thinking. That thinking, founded on narrative thought, understands both curriculum and teaching as revealed stories which are used as a source of stimulation and inspiration. (Contains 5 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel