CURRICULUM IDEOLOGIES UNDERPINNING CURRICULUM IN TANZANIA: A PRE-SERVICE SCIENCE TEACHERS PERSPECTIVES

Willy Kasuga

Abstract


This paper discusses on the major curriculum ideologies/theories that have informed curriculum decision in the world. There are four ideologies that have been used in history of curriculum development namely Scholar Academic Ideology, Social Efficiency Ideology, Learner Centered Ideology and the Social Reconstruction Ideology. This survey type study aims to investigate pre-service science teachers’ curriculum ideologies. The participants consist of 202 pre-service science teachers enrolled in Bachelor of Science with education at Mkwawa University College of Education (A constituent college of the University of Dar es Salaam) located in Iringa Region-Tanzania. The obtained data were analyzed using frequencies, percentages, and arithmetic means. The findings indicate that Social Reconstruction is popular ideology concerning the learning, childhood and evaluation while at the same time it was the least popular ideology concerning the role of school, role of teachers and knowledge.

 

Article visualizations:

Hit counter

DOI

Keywords


curriculum ideology, pre-service science teachers, teacher preparation

Full Text:

PDF

References


Alanazi, S. (2016). Comparison for curriculum ideologies. American Research Journal of Humanities and Social Sciences, 2: 1-10.

Brennan, M. (2011). National curriculum: A political-educational Tangle. Australian Journal of Education, 55(3): 259–280.

Cotti, R & Schiro, M. (2004). Connecting teacher beliefs to the use of children’s literature in the teaching of mathematics. Journal of Mathematics Teacher Education, 7: 329–356.

Duru, A. & Korkmaz, H. (2010). Teachers’ views about a new mathematics curriculum and difficulties encountering curriculum change. Hacettepe University Journal of Education. 38: 67-81.

Freire, P. (1970). Pedagogy of the oppressed. New York. Seabury Press

Freire, P. (1998). Pedagogy of freedom. New York. Bowman & Littlefield

Marulcu, I. & Akbiyik, C. (2014). Curriculum ideologies: Re-exploring prospective teachers’ perspectives, International Journal of Humanities and Social Science, 4(5): 200-206.

MoEVT (2005). Biology syllabus for ordinary secondary education form I-IV. Dar es Salaam, Tanzania: Tanzania Institute of Education.

Schiro, M. (1978). Curriculum for better schools: The great ideological debate. Englewood Cliffs, NJ: Educational Technology Publications.

Schiro, M. (2008). Curriculum theory: Conflicting visions and enduring concerns. Los Angeles, CA: Sage Publications

Schiro, M. (2013). Curriculum theory: Conflicting visions and enduring concerns (2nd ed). Thousand Oaks, California. SAGE

Slethaug, G. (2007). Teaching abroad international education and the cross-cultural classroom. Hong Kong University Press.

The Teaching Commission (2004). Teaching at risk: A call to action: Washington, DC: Author

Turunen, T. A., Määttä, K., & Uusiautti, S. (2012). Forty years of Finnish pre-school education: the development of curricula between 1972 and 2000. Curriculum Journal, 23(4): 585-599.

Wallace, C. S., & Priestley, M. (2011). Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio-cultural perspective on professional development and change. Journal of Curriculum Studies, 43(3): 357– 381.

Wang, T. (2009). Toward a productive and creative curriculum in architecture. Arts and Humanities in Higher Education, 8 (3): 277 – 294.

Winter, C. (2012): School curriculum, globalization and the constitution of policy problems and solutions. Journal of Education Policy, 27(3): 295-314.

Yates, L., & M. Young. 2010. Editorial: globalization, knowledge and the curriculum. European Journal of Education, 45(1): 4–10.




DOI: http://dx.doi.org/10.46827/ejes.v0i0.3017

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Willy Kasuga

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).