Implementing Curriculum “More or Less” in Timor-Leste

Quinn, M

Implementing Curriculum “More or Less” in Timor-Leste

Quinn, M

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Publisher:: ISTES Organization
Publication Type:: Journal Article
Citation:: International Journal on Studies in Education, 5, (4), pp. 476-495

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Field	Value	Language
dc.contributor.author	Quinn, M https://orcid.org/0000-0002-1518-2623
dc.date.accessioned	2023-11-03T05:11:32Z
dc.date.available	2023-11-03T05:11:32Z
dc.identifier.citation	International Journal on Studies in Education, 5, (4), pp. 476-495
dc.identifier.issn	2690-7909
dc.identifier.issn	2690-7909
dc.identifier.uri	http://hdl.handle.net/10453/172975
dc.description.abstract	<jats:p>Curriculum reform is often oriented by top-down issues, particularly in implementing global imperatives around education. In post-colonial, post-occupied Timor-Leste, the most recent primary school curriculum (2014) has sought to reflect local needs and experiences and implement new content with learner-participatory strategies through scripted lesson plans. This study explores if and how teachers use these lesson plans, identifying patterns of pedagogical behaviour through classroom observation in nine schools. Short interviews with classroom teachers further revealed what understandings of the curriculum reform they brought to their work. The findings suggest that teachers are asserting some agency over the lesson plans in relation to how they perceive their local situation and needs of the students, but often omitting critical learning activities that are key features of the new curriculum. This bottom-up view suggests a basis for further reform, in this case, less scripting of ‘answers’, more focus on extending student language for new knowledge and professional development that focuses on specific pedagogical strategies.</jats:p>
dc.language	en
dc.publisher	ISTES Organization
dc.relation.ispartof	International Journal on Studies in Education
dc.relation.isbasedon	10.46328/ijonse.148
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Implementing Curriculum “More or Less” in Timor-Leste
dc.type	Journal Article
utslib.citation.volume	5
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access	*
dc.date.updated	2023-11-03T05:11:31Z
pubs.issue	4
pubs.publication-status	Published online
pubs.volume	5
utslib.citation.issue	4

Abstract:

Curriculum reform is often oriented by top-down issues, particularly in implementing global imperatives around education. In post-colonial, post-occupied Timor-Leste, the most recent primary school curriculum (2014) has sought to reflect local needs and experiences and implement new content with learner-participatory strategies through scripted lesson plans. This study explores if and how teachers use these lesson plans, identifying patterns of pedagogical behaviour through classroom observation in nine schools. Short interviews with classroom teachers further revealed what understandings of the curriculum reform they brought to their work. The findings suggest that teachers are asserting some agency over the lesson plans in relation to how they perceive their local situation and needs of the students, but often omitting critical learning activities that are key features of the new curriculum. This bottom-up view suggests a basis for further reform, in this case, less scripting of ‘answers’, more focus on extending student language for new knowledge and professional development that focuses on specific pedagogical strategies.

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http://hdl.handle.net/10453/172975