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dc.contributor.authorFernandez, Teresa Sushama
dc.contributor.authorRitchie, Garth
dc.date.accessioned2012-04-24T03:10:00Z
dc.date.available2012-04-24T03:10:00Z
dc.date.issued2003
dc.identifier.citationFernandez, T.S. & Ritchie, G. (2003). Analysing pedagogical change: Physics teachers' responses to a new curriculum. Waikato Journal of Education, 9, 91-111.en_NZ
dc.identifier.issn1173-6135
dc.identifier.urihttps://hdl.handle.net/10289/6249
dc.description.abstractThis paper describes teachers' attempts to implement the 1994 New Zealand physics curriculum in the first year of its introduction to secondary schools in 1998. Analysis of interviews with 10 physics teachers and the three curriculum writers led to the identification of a number of barriers to changes in pedagogical practices. The barriers identified aligned with factors that had been identified by other researchers as important influences on teachers undergoing change. It is argued that a sociocultural perspective suggests that there were three main reasons why significant pedagogical change was not occasioned by the curriculum document. Firstly, there was very limited knowledge about why changes were being implemented. Secondly, there was little social and system support for the curriculum change. Finally, teachers had no time to focus on and reflect on the change.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherFaculty of Education, University of Waikatoen_NZ
dc.relation.urihttp://www.wje.org.nz/index.phpen_NZ
dc.rights© 2003 Waikato Journal of Education. It is posted here by permission for personal use.en_NZ
dc.subjectteachingen_NZ
dc.subjectsecondary educationen_NZ
dc.subjectpedagogical content knowledgeen_NZ
dc.subjectcurriculaen_NZ
dc.subjectcommunication barriersen_NZ
dc.titleAnalysing pedagogical change: Physics teachers' responses to a new curriculum.en_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfWaikato Journal of Educationen_NZ
pubs.begin-page91en_NZ
pubs.elements-id29501
pubs.end-page112en_NZ
pubs.volume9en_NZ


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