Please use this identifier to cite or link to this item:
A study of Teachers' Experience under the Japanese Curriculum Reform
Japanese education has undergone four curriculum reforms since 1989. Its experience ranges from the new viewpoint on academic abilities, zest for living and utilizing abilities, to active learning to cultivate the knowledge of core competence in the new era in 2020, which shows a great structural reform. The education in Taiwan is also in the transition period of curriculum reform. The latest 12-year Basic Education Curriculum Guidelines advocates deepening knowledge into core competencies. These two countries have similaritiesin the purpose, methods, and concepts of implementing student-based teaching. Japan’s new curriculum was formally implemented in 2020. This study aims to explore the Japanese teachers' understanding of the curriculum guidelines and their teaching practice in the context of curriculum reform, in order to seek more possibilities for the reform to be put into practice. This study invited two elementary school teachers to narrate the experiences of change that they encountered during curriculum reform. Using the narrative inquiry approach, we explored how case teachers handled the curriculum reform process, and explored their understanding and recognition of curriculum guidelines since 1989, as well as teachers' role adjustments and teaching practice in curriculum reform. The data collection methods included narrative interview and document analysis. The important findings of this study are as follows. First, the curriculum guideline is the Bible of curriculum and the beacon to guide teachers forward, but it has different interpretation space according to different situations. Second, the case teachers able to break away from the existing teaching thinking, develops school-based curriculum with school identity, and establishes change strategies adapted to local conditions. Third, in the process of changing the role of case teachers from the fidelity orientation to the curriculum enactment orientation, it aims to construct individualized experience during curriculum reform, reset the relationship between curriculum and teachers, and implement student-centered curriculum. Fourth, the difficult situations that teachers have experienced include the gap between practice and theory: the top-down promotion mode leads to the confrontation between teachers and policies; and the gap between teachers' profession and reform needs: top-down decision-making leads to teachers' lack of autonomy. Curriculum reform and school teachers are in a relationship of mutual growth. Through the development of teachers' professional autonomy and the development of personalized practical knowledge, curriculum reform has become an internal driving force for self-reflection. At the end of the cross-cultural journey, I reconsidered my identity as a novice teacher and found the core value of student-centered curriculum. When students perceived their own and others' points of views, they can break the shackles of passive obedience and appreciate the world from multiple perspectives.
|Appears in Collections:||學位論文|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.