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Toward a deep change: What factors influence teachers' implementation of multicultural curricula?

Title
Toward a deep change: What factors influence teachers' implementation of multicultural curricula?
Authors
Choi J.Cho H.
Ewha Authors
최진영
SCOPUS Author ID
최진영scopus
Issue Date
2017
Journal Title
Information (Japan)
ISSN
1343-4500JCR Link
Citation
Information (Japan) vol. 20, no. 9, pp. 6773 - 6782
Keywords
Curriculum implementationDepth of changeMulticultural educationTeacher beliefTeacher inquiry
Publisher
International Information Institute Ltd.
Indexed
SCOPUS scopus
Document Type
Article
Abstract
This study examined what factors influence South Korean elementary teachers' implementation of multicultural curricula at both surface and deep levels. By analyzing survey data from 398 teachers, we found that the means of teachers' multicultural curriculum implementation were not high at either the surface or deep levels, although the mean surface implementation was higher than the mean deep implementation. We also found that the teachers' surface implementation was facilitated by their beliefs in relational literacy and multicultural efficacy, whereas their deep implementation was facilitated by their beliefs in critical literacy, multicultural efficacy, and inquiry-based learning experience. The discussion highlights that efforts to help teachers engage in deep implementation of these curricula need to focus on internal factors. © 2017 International Information Institute.
Appears in Collections:
사범대학 > 초등교육과 > Journal papers
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