This study attempted to examine curriculum implementation using an actor-oriented perspective (Penuel et al., 2014). This study involved case study of a top-performing school focused on the role of teachers and processes carried out by teachers during curriculum implementation. Data was gathered using focus-group discussion of teachers and document analysis of sample lesson plans. Findings indicate that teachers remain to be central actors during curriculum implementation. Lesson planning serves as the overt process undertaken by teachers. Covertly, teachers make contextual decisions in lesson planning based on students' levels, needs, and interests. It was also found that school administrators still exert strong influence especially in choosing the lesson plan formats. Findings of this study shed light into the importance of teachers in curriculum implementation. More so, the processes described in this case study may provide insights for practitioners regarding overt and covert procedures to be carried out in implementing a given curriculum.
This study examined the Filipino teachers' reflections on critical pedagogy (CP) in Science education. More specifically, it described a) how Science teachers/ coordinators perceive CP, b) the degree to which Science teachers perceive to use CP in the classroom, and c) the applicability of CP elements in Science classrooms. This descriptive research made use of in-depth interviews and the CP survey questionnaire (CPSQ). Purposive sampling was used to select participants (n=11) from three different schools in Metro Manila. In-depth interviews were analyzed thematically, while CPSQ data was analyzed using descriptive statistics. Findings revealed that participants displayed a functional understanding of CP in terms of aims, goals, and dynamics of use. Beginning teachers remain ideal as per the degree of using CP in the classroom compared to experienced teachers. The study suggests that some CP elements could be well applied in Science education in terms of content and methodology.
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