Biology Teachers’ Perspective on Change of Curriculum Policy: A Case for Implementation of “Independent” Curriculum

The Qualitative Report Pub Date : 2023-09-10 DOI:10.46743/2160-3715/2023.6204

Kintan Limiansi, Suranto Aw, Paidi Paidi, Caly Setiawan

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引用次数: 1

Abstract

Curriculum change is one way of adapting education in the face of various scientific and technological developments. These changes lead to different views from numerous educational actors, one of which is teachers. This study aims to explore biology teachers' perspectives on curriculum change in Indonesia. A qualitative phenomenological study with semi-structured interviews explored the biology teachers' perspectives. The interview results were analyzed using the thematic analysis method with ATLAS.ti 22 software to determine themes. The results showed four themes from biology teachers' perspectives on curriculum change, which are (1) the factors affecting independent curriculum implementation; (2) the teachers' concerns; (3) the teachers' efforts; (4) the support systems needed by teachers. Biology teachers' perspectives show that teachers experience various problems and concerns but still strive to implement learning according to the curriculum. Synergistic support from schools, colleagues, government, educational colleges, and parents of students is needed for the successful implementation of an independent curriculum.

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生物教师对课程政策变化的看法:以实施“自主”课程为例

课程改革是教育适应各种科技发展的一种方式。这些变化引起了众多教育行动者的不同看法，其中之一就是教师。本研究旨在探讨印尼生物教师对课程改革的看法。采用半结构化访谈的定性现象学研究探讨了生物教师的观点。访谈结果采用ATLAS主题性分析方法进行分析。ti22软件确定主题。研究结果显示，生物教师对课程变革的看法主要有四个方面:(1)影响课程自主实施的因素;(2)教师关心的问题;(3)教师的努力;(4)教师所需的支持系统。生物教师的观点表明，教师经历了各种各样的问题和担忧，但仍然努力实现根据课程学习。独立课程的成功实施需要学校、同事、政府、教育学院和学生家长的协同支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Qualitative Report

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