Kindergarten Teachers' Perceptions of Integrated Thematic Curriculum
Integrated curriculum is a well-known early childhood curriculum model that recently has been advocated and implemented in other levels of education in different countries. However, several researchers found that kindergarten teachers' thematic curriculum understanding were insufficient. Based on the fact that teachers' perception of curriculum was a key factor of curriculum innovation, exploring kindergarten teachers' perceptions of integrated thematic curriculum became the core issue in this qualitative study. The whole process of participant observations and interviews was administered in an early childhood institution in Taichung, Taiwan, where integrated curriculum was implemented. The findings were reported and discussed in the following three topics: teachers' philosophical (why), theoretical (what), and practical (how) perceptions of integrated thematic curriculum. This study further recommended that roles of teacher were no longer to serve only as direct instruments for delivering knowledge. Rather, continuous ongoing innovations and positive perceptions of philosophy, theory, and practice were essentials of successful curriculum reforms.
|關鍵詞||主題課程、統整課程、幼教師知覺、Thematic curriculum、Integrated curriculum、Kindergarten teacher's perception|