Implementing of the new curriculum : experience of primary teachers' of a public school in Male' / Fathimath Zarana

Abstract:

The purpose of this study is to explore the experiences teachers hold about curriculum implementation. This study is qualitative in nature and adopted a case study research design to explore the key stage I and two teachers' experiences of curriculum implementation in a public school located in Male, the capital city of Maldives. Semi-structured interviews and document analyses were the two method used for collecting data. This study is informed by the theory developed by Rogan and Grayson (2003), referred to as a theory of curriculum implementation. The chosen theoretical framework is relevant to this study because it highlights the curriculum implementation context in developing country like Maldives.

Document analysis was used to corroborate the data collected through interviews. The findings indicated that teachers had a positive view about the curriculum change in general, there are positive impacts of teaching on student behavior. Furthermore, this study revealed that teachers' curriculum training programs were inadequate. It was indicated that teachers needed inclusive training where more focus is given on practical aspects rather than the theoretical arrays of the curriculum. In addition, relevant resources, small class size needed per teacher to implement the curriculum in its best ways. Additionally, stakeholders; MOE, school management and parental cooperation in the education of children highly required. The findings highlighted that, although teachers experienced challenged in curriculum implementation, there held positive belief towards the curriculum changes

Based on the findings of the study, I recommend that in order to ensure that teachers implement curriculum changes effectively; MOE needs to provide enough resources for school, NIE to conduct effective training programs and curriculum learning module of FE. Amongst all other requirements for curriculum implementation, teachers training must be adequate and meaningful to them, not simply one-shots to enhance the quality of teaching and learning.