Teachers’ Views on the Accommodation of Students’ Cultural Diversity in Curriculum Instructional Materials in Use in Primary Schools in Chegutu District Zimbabwe

Muchenje, Francis; Heeralal, Prem Jotham

doi:10.1080/09718923.2016.11893554

Cited by 2 publications

(4 citation statements)

References 3 publications

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“…The involvement of teachers in the development of educational curricula, and the challenges that teachers face are factors that greatly affect the capacity of teachers to develop the curriculum. (Alsubaie, 2016;Muchenje & Heeralal, 2016).…”

Section: Intorduction 1curriculum Development Capacitymentioning

confidence: 99%

Affecting Factors in the Curriculum Development Capacity of Primary School Teachers in the Northern Mountainous Area of Vietnam

Nguyen¹,

Thu²,

Le³

et al. 2023

IJSSHR

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Since the implementation of the General Education Program Year 2018, schools and teachers have the autonomy in choosing teaching content, and teaching methodologies suitable to the practical conditions of local and schools. To meet the renovation requirements of world education and Vietnamese educational, teachers need to have the capacity to develop curriculum. Curriculum development is a process that is carried out continuously with the aim of reviewing, updating, supplementing and developing to meet the needs of society, scientific achievements and technology as well as labor market requirements. The purpose of this study is to discover the factors affecting the curriculum development capacity of primary school teachers in the Northern mountainous area of Vietnam. The exploratory factor analysis (EFA) method was used on the basis of the survey results from 261 primary school teachers. Since then, four factors affecting the program development capacity of primary school teachers have been identified: physical facilities (45.710%); the direction and supervision of managers (9,940%); the ability to understand the general education program year 2018 (7.046%) and the capacity to design lessons (4.875%). This is the premise that suggests some recommendations to improve the program development capacity for teachers in the Northern mountainous areas of Vietnam.

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Section: Intorduction 1curriculum Development Capacitymentioning

confidence: 99%

Affecting Factors in the Curriculum Development Capacity of Primary School Teachers in the Northern Mountainous Area of Vietnam

Nguyen¹,

Thu²,

Le³

et al. 2023

IJSSHR

View full text Add to dashboard Cite

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“…These criticisms remind us of the asymmetric power relations and the point that human rights, cultural diversity, justice, and injustice should be considered in the curriculum (Osler, 2015). Australia, Canada and the United States (Alismail, 2016;Muchenje & Heeralal, 2016), Taiwan (Wang & Ho, 2012), China (Jiafang, 2013;Daishu, 2009), Turkey (Cirik, 2014), South Korea (Denis, 2011) and Norway (Sarraj, Bene & Burley, 2015) are trying to help these challenges by strengthening national and local concepts. Localization demands the dissemination, adaptation and growth of the paradigm of knowledge, technology, behavioral norms, cultural and local values in a specific situation and a response to the phenomenon of globalization (Moradipour, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Curriculum requires the participation of all influential forces in various stages of decision making, among which teachers due to having familiarity with the students' issues and needs, have a special position and importance (Shawer, 2017). Research by Alismail's (2016), Hong, Chang & Yang (2017, Apple and Smith (2007), Muchenje, F., & Heeralal (2016) and Shawer (2017) outline the importance of teacher's role in curriculum designing. In addition, in Iran, the research conducted by Hajitabar Firojaie and Mir Arab Razi (2016); Sadeghi, Abdolmaleki and Khoda Rahmi (2016); Fahimi and Sheikhzadeh (2013); and Mohammadi, Shirkouh, Kharrazi, Naghikamal, Kazemi Fard and Pourkarim (2016) have investigated the localization of the curriculum according to the teachers' view.…”

Section: Introductionmentioning

confidence: 99%

“…Each of the subcultures has specific religious, linguistic, belief traditions, and different residential place and distinguishes them from other cultures. Schools have roles for the community culture, and in this respect the social studies curriculum has a more important and effective role (Muchenje, F., & Heeralal, 2016). In Turkey, 85 of the 175 goals are related to local goals, including the social studies course (Cirik, 2014).…”

Section: Introductionmentioning

confidence: 99%

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A Teachers Perception on Localization of Curriculum with Emphasis on Social Studies Lesson

Laeen¹,

Ayati²,

Sani³

et al. 2019

IJHE

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The aim of this study understands teacher perceptions of the localization of curriculum of primary school. on the social Study Lessons. The methodological approach of this study is to investigate phenomenology as a qualitative method. The potential contributors were the native teachers of the Kalat city (Laeenno) in the 1397 which 19 participant were selected.. Data were collected using face-to-face interviews and were analyzed by Glaserian seven phases. Reliability was achieved through three criteria: being acceptable, being trustful and verifiability. The findings show that the current performance of students end up in lack of incentive, leaving school, shallow learning, the inefficiency of current performance of teachers, interruptions in communication, One-way interaction, and the challenges of localization is denial of the cultural diversity of politicians, non-native content (centralized knowledge), Lack of in-service courses, the time challenge, recruiting non-native teachers, the lack of comprehensive studies of sub-cultivated areas, immigration, executive challenge, School space and lack of a template from native syllables, and the consequences of localization for teachers is contentment of teaching, Creating and improving communication and promoting native culture, and the consequences of localizing for students is: protecting from native culture, Creating a motivation to learn and absorb and stay in the classroom and school. Finally, teachers' strategies about localization of Klein’s nine elements in the curriculum of social studies were identified.

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Teachers’ Views on the Accommodation of Students’ Cultural Diversity in Curriculum Instructional Materials in Use in Primary Schools in Chegutu District Zimbabwe

Cited by 2 publications

References 3 publications

Affecting Factors in the Curriculum Development Capacity of Primary School Teachers in the Northern Mountainous Area of Vietnam

Affecting Factors in the Curriculum Development Capacity of Primary School Teachers in the Northern Mountainous Area of Vietnam

A Teachers Perception on Localization of Curriculum with Emphasis on Social Studies Lesson

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