Exploring EFL Teachers’ Perceptions of Enacted Curriculum in Jordan: Towards Integration Curriculum Development with Teacher Education

Abstract

This study investigated EFL teachers’ perception of the enacted curriculum, the status of the intended curriculum, and the challenges faced by teachers, while implementing the curriculum. A qualitative design was used and 15 teachers were interviewed to discover their perceptions of the enacted curriculum. Our results revealed that there is a misalignment between the intended curriculum and the enacted curriculum Participants continued to teach in a manner, which was inconsistent with the curriculum reforms, and teachers faced several challenges, that compelled them to teach in a traditional manner.