Abstract
The Indonesian national curriculum has undergone several changes in the last two decades. This phenomenon has various implications for teachers with different backgrounds. Through a phenomenological study, this research examines teachers' experiences in dealing with curriculum changes over the years. The informants in this study were eight teachers from various levels and types of schools and regions. Data were collected through in-depth interviews and analyzed by formulating textural and structural descriptions to define the construction of meaning. The results of this study indicate that: First, all informants faced the same phenomenon, but had different experiences due to differences in the level and type of their school; second, diverse experiences produce different meanings, where school conditions and needs, external support, and perspectives on challenges influence the teacher's adaptation process in dealing with the change.
Author Information
Mohammad Rizky Satria, Yogyakarta State University, Indonesia
Heri Retnawati, Yogyakarta State University, Indonesia
Paper Information
Conference: ACE2023
Stream: Professional Training
This paper is part of the ACE2023 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Satria M., & Retnawati H. (2024) Exploring the Teachers’ Perceptions Towards the Development of National Curriculum: A Phenomenological Study ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.24
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.24
Comments
Powered by WP LinkPress