Teachers Acting Critically Upon the Curriculum: Innovations that Transform Teaching
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| Natura: | Artículo científico |
| Lingua: | en |
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Universidad de Antioquia
2004
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| _version_ | 1876448284066709504 |
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| author | Amparo Clavijo Olarte |
| author_facet | Amparo Clavijo Olarte |
| contents | Teachers Acting Critically Upon the Curriculum: Innovations that Transform Teaching Amparo Clavijo Olarte Carmen Helena Guerrero Nieto Claudia Torres Jaramillo Luz Maribel Ramírez Galindo Nelly Esperanza Torres Mesa Lengua y Literatura cross cross cross curricular work curricular work This article describes the results of an interpretative qualitative research study in the field of teacher education carried out to identify the processes of innovation in the language curriculum by a group of public school teachers in Bogotá. The innovation process was observed in three stages: identification of the area of intervention, planning, and implementation of the innovation. Data was collected through interviews, videotaped sessions, tutors' reports, and the final documents of the innovation projects. The unit of analysis was the declarativestatements of teachers. Two broad aspects of the process of innovation were identified: the process of curricular innovation and the group processes in managing the innovation. In the data analysis, three categories emerged that are described in the discussion of findings: shifting the focus of the curriculum, adopting a curricular perspective to support innovative practices, and acting reflectively and dynamically in the innovation. The results tell us that teachers planned and carried out curricular innovations thinking critically about students' needs and interests. They adopted curricular perspectives that helped them construct and support their classroom projects. Finally, teachers acted reflectively during the implementation of the innovation by adjusting their pedagogical practices in order to benefit students’ learning and to achieve their institutional goal. 2004 artículo científico 0123-3432 https://www.redalyc.org/articulo.oa?id=255025901002 en http://www.redalyc.org/revista.oa?id=2550 Íkala, revista de lenguaje y cultura application/pdf Universidad de Antioquia Íkala, revista de lenguaje y cultura (Colombia) Num.15 Vol.9 |
| format | Artículo científico |
| id | redalyc_255025901002 |
| institution | Redalyc |
| language | en |
| publishDate | 2004 |
| publisher | Universidad de Antioquia |
| spellingShingle | Teachers Acting Critically Upon the Curriculum: Innovations that Transform Teaching Amparo Clavijo Olarte Lengua y Literatura cross cross cross curricular work curricular work Teachers Acting Critically Upon the Curriculum: Innovations that Transform Teaching Amparo Clavijo Olarte Carmen Helena Guerrero Nieto Claudia Torres Jaramillo Luz Maribel Ramírez Galindo Nelly Esperanza Torres Mesa Lengua y Literatura cross cross cross curricular work curricular work This article describes the results of an interpretative qualitative research study in the field of teacher education carried out to identify the processes of innovation in the language curriculum by a group of public school teachers in Bogotá. The innovation process was observed in three stages: identification of the area of intervention, planning, and implementation of the innovation. Data was collected through interviews, videotaped sessions, tutors' reports, and the final documents of the innovation projects. The unit of analysis was the declarativestatements of teachers. Two broad aspects of the process of innovation were identified: the process of curricular innovation and the group processes in managing the innovation. In the data analysis, three categories emerged that are described in the discussion of findings: shifting the focus of the curriculum, adopting a curricular perspective to support innovative practices, and acting reflectively and dynamically in the innovation. The results tell us that teachers planned and carried out curricular innovations thinking critically about students' needs and interests. They adopted curricular perspectives that helped them construct and support their classroom projects. Finally, teachers acted reflectively during the implementation of the innovation by adjusting their pedagogical practices in order to benefit students’ learning and to achieve their institutional goal. 2004 artículo científico 0123-3432 https://www.redalyc.org/articulo.oa?id=255025901002 en http://www.redalyc.org/revista.oa?id=2550 Íkala, revista de lenguaje y cultura application/pdf Universidad de Antioquia Íkala, revista de lenguaje y cultura (Colombia) Num.15 Vol.9 |
| title | Teachers Acting Critically Upon the Curriculum: Innovations that Transform Teaching |
| topic | Lengua y Literatura cross cross cross curricular work curricular work |
| url | https://www.redalyc.org/articulo.oa?id=255025901002 |