This paper presents the results of an exploratory sequential mixed methods research project investigating Greek IT teachers' curriculum ideologies. Following the theoretical framework proposed by Michael Schiro, two different measurement tools were designed and implemented for the identification of teachers' philosophical beliefs about the curriculum. In the qualitative phase of the study, 33 semistructured interviews were conducted, in which IT teachers discussed the curriculum designs underlying four different lesson plans, all regarded with the common themes of 'Robots' and 'Robotics'. Based on qualitative data analysis, a survey was administered, using a modified version of Schiro's original 'Curriculum Ideologies Inventory', in which 157 IT teachers participated. The findings of the study illustrated a direct preference towards the well-known, widely recognized and highly promoted 'Social efficiency' ideology, embellished with remodelled elements of a 'Learner-centred' ideology. Both 'SocialReconstruction' and 'Scholar Academic' ideologies were perceived as the edges, or the extremes of a continuum, with the first being conceived as too radical and risky, and the second as too traditional and conservative. On the contrary, the study's results also
The present study attempts to explore aspects of teachers’ personal practical knowledge by investigating computer science teachers’ perceptions, beliefs, and practices towards Primary ICT just before a curriculum transition period and the replacement of the former program of studies with a “Computer Science” curriculum. For the needs of this investigation, an exploratory sequential mixed methods design was employed. Semi-structured interviews were conducted with 33 computer science teachers, while 157 were surveyed by means of a questionnaire developed from the analysis of qualitative data. The findings of the study indicated that there is a misalignment between the policy rationale towards ICT, teachers’ understanding of ICT and the implementation of ICT in the primary classroom. Due to teachers’ lack of professional-pedagogical knowledge, contextual factors and policy decisions, which consistently neglect teachers’ needs and personal practical knowledge, CS teachers have developed their own ways of theorizing, conceptualizing and practicing education in ICT. These findings are discussed within the light of the corresponding literature and suggest that structural and curricular transformations in digital education are condemned to carry within them the seeds of their own dismissal when they are not ingrained in the reality of classroom practice and on teachers’ practical knowledge, which entails their involvement in the design and formulation of any intended changes.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0007/a.php" alt="Hit counter" /></p>
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