TO ADD: PHD paper - Phenomenology in education

 FROM PHD PAPER - Cho, 2001

https://www.proquest.com/openview/48f4f941af067cc711cd1409bcb39c0c/1?pq-origsite=gscholar&cbl=18750&diss=y


The basic problem o f educational change lies in the gap between plans and reality (MacDonald & Walker, 1976).
By and large, all responsibility for planning and delivering topics on the curriculum is assigned as the responsibility of teachers. 
Yet, because the stakeholders in education have different ideas as to what is supposed to be going on in practice, understanding the diversity of change is not easy (BACK IT UP WITH NO KNOWLEDGE IN LIT REVIEW).

One traditional way to address curriculum implementation is to view curriculum as document and teaching as delivery, so the teacher is viewed as a “conduit” between the plan and the action (Clandinin & Connelly, 1992, pp. 364-378). 

From the perspective of teachers, new skills and knowledge suggested by the developer may not always be appropriate in their context, so that they feel the necessity of redeveloping the curriculum to be more relevant to their teaching repertoires and their students (McCutcheon, 1995, pp.34-3 5). This is viewed as a process of inquiry, in which teachers mediate what works in light of their ongoing experiences in conjunction with the “concrete” situation they face in the continuum of the past through present to the future (Elbaz, 1983, pp. 16-21).

Typically, most teachers work in isolation and usually employ their own craft knowledge. According to Lortie (1975), teaching is viewed as “individual personality” (1975, p. 240) in that the teachers learn
ways of teaching from their trial-and-error experiences over time, along with their observations of other teachers in their daily situations.

Narratives or lived experiences of teachers regarding the meaning of implementation are crucial in figuring out the way in which classroom teaching and learning processes can be better understood and improved (Bailey, 1996).

This research focuses on describing and understanding the process of interaction between teachers and new curriculum materials. These descriptions will emphasize the perspectives of teachers.

The ways in which teachers define, use, and experience the new curriculum materials is central to the process of teachers’ learning and
implementation for themselves and their students in their daily teaching and learning practice (Cho, 2001; P.5).

However, the phenomenon o f how implementation occurs in an ordinary
curriculum change situation, in terms of teachers’ lived experience, is unknown or at least under-examined (Carson, 1992).

Little research has been conducted to illuminate what it is like to experience implementation phenomenologically (Bailey, 1996; Carson, 1992). We know little about how curriculum implementation impacts what phenomenologists refer to as the life-world or the lived experience of teachers (Cho, 2001; P.6).

Therefore, this study is important because we can learn more about the reality of how teachers use new curriculum materials, the way in which they experience the relationship between self and the developer, and the process in which they re/construct new teaching practice directed toward their personal, professional growth (p.6).

Nonetheless, it is also reasonable to state that the teacher is the ultimate decision-maker who has to select and modify a package of curriculum materials to make it more meaningful for use in their own context (Spillane, 1999).

##
(Selvi, 2008) - in this book = https://link.springer.com/book/10.1007/978-1-4020-6302-2#page=48

Chapter: Phenomenological Approach in Education
https://link.springer.com/chapter/10.1007/978-1-4020-6302-2_4

HARVARD:
Selvi, K. (2008). Phenomenological Approach in Education. In: Tymieniecka, AT. (eds) Education In Human Creative Existential Planning. Analecta Husserliana, vol 95. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6302-2_4

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