About this paper

Appears in:
Page: 3925
Publication year: 2011
ISBN: 978-84-615-0441-1
ISSN: 2340-1117

Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain

TEACHERS’ ATTITUDES TOWARDS SCHOOL REFORM - A CASE STUDY OF NEW POLISH SCIENCE CURRICULUM

M.M. Chrzanowski1, M. Studzińska2, W. Grajkowski2, P. Walicki2, B. Ostrowska2

1Educational Research Institute / Military University of Technology (POLAND)
2Educational Research Institute (POLAND)
Two years ago a new science curriculum was implemented in Poland. It has brought about many changes in the way the science subjects should be taught, as it emphasizes the need to develop students’ skills and scientific reasoning and recommends frequent performing of hands-on experiments in the science classroom. The implementation of the new curriculum requires, therefore, a serious modification of the preexisting routine and, as it is always a difficult and exacting process, teachers’ and headmasters’ positive attitudes towards the change are crucial for the success of the reform.
Here we present results of a qualitative research study which included focus group interviews with science teachers and students (16 yrs old) as well as individual interviews with school headmasters. We focus on the interviewees’ reception of the curriculum reform and their attitudes towards it. We found that teachers were generally very passive in gaining information about the reform, which made it very difficult to successfully present the new curriculum, explain the purpose of the reform and deal with teachers’ and headmasters’ concerns about the reform. On the other hand, our results show that teachers generally agree with the main ideas of the new curriculum. At the same time, they point out many barriers of a formal, financial and organizational nature that impede implementation of the reform.
Based on the obtained results, we formulate some recommendations for (1) presenting new curriculum to science teachers and headmasters, (2) dealing with teachers’ and heads’ concerns about the reform and helping them to identify the changes, (3) providing schools with the support necessary to implement the reformed model of teaching.
@InProceedings{CHRZANOWSKI2011TEA,
author = {Chrzanowski, M.M. and Studzińska, M. and Grajkowski, W. and Walicki, P. and Ostrowska, B.},
title = {TEACHERS’ ATTITUDES TOWARDS SCHOOL REFORM - A CASE STUDY OF NEW POLISH SCIENCE CURRICULUM},
series = {3rd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN11 Proceedings},
isbn = {978-84-615-0441-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2011},
year = {2011},
pages = {3925}}
TY - CONF
AU - M.M. Chrzanowski AU - M. Studzińska AU - W. Grajkowski AU - P. Walicki AU - B. Ostrowska
TI - TEACHERS’ ATTITUDES TOWARDS SCHOOL REFORM - A CASE STUDY OF NEW POLISH SCIENCE CURRICULUM
SN - 978-84-615-0441-1/2340-1117
PY - 2011
Y1 - 4-6 July, 2011
CI - Barcelona, Spain
JO - 3rd International Conference on Education and New Learning Technologies
JA - EDULEARN11 Proceedings
SP - 3925
EP - 3925
ER -
M.M. Chrzanowski, M. Studzińska, W. Grajkowski, P. Walicki, B. Ostrowska (2011) TEACHERS’ ATTITUDES TOWARDS SCHOOL REFORM - A CASE STUDY OF NEW POLISH SCIENCE CURRICULUM, EDULEARN11 Proceedings, p. 3925.
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