The Interface between Teachers’ Curriculum Perspectives and Learning Activities in Classrooms

چکیده مقاله

Investigating teachers' curriculum perspectives is one of the main priorities of researchers in the field of curriculum. It is assumed that one of the important reasons behind the differences between written and experienced curricula is related to the teachers’ curriculum perspectives. The present study aims to investigate the relationship between teachers' curriculum perspectives and the sort of learning activities they choose in their classrooms. To accomplish this purpose, two perspectives for curriculum were singled out: disciplinary and experimental. Along with these two perspectives, five groups of learning activities (students' individual problem solving, reading textbooks in a way that one student reads the text and the others listen, seminar which is presentation of materials or a discussion by one student, quiz, and homework) were also determined for teachers. The results showed that teachers with disciplinary perspective tended to use individual problem solving and textbook reading and teachers with experimental perspectives tended to use seminar and homework more extensively. These teachers (disciplinary and experimental), both, tended to use quiz more than non-disciplinary and nonexperimental teachers. The possible reasons and other findings have been discussed.