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|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status: ||Refereed|
|Title: ||Primary teachers' perspectives on mathematics during curriculum reform: A collective case study from Cyprus|
|Author(s): ||Xenofontos, Constantinos|
|Contact Email: ||firstname.lastname@example.org|
|Issue Date: ||2019|
|Citation: ||Xenofontos C (2019) Primary teachers' perspectives on mathematics during curriculum reform: A collective case study from Cyprus. Issues in Educational Research, 29 (3), pp. 979-996. http://www.iier.org.au/iier29/xenofontos.pdf|
|Abstract: ||Several recent studies in mathematics education have argued that, for reforms to be implemented effectively, teachers need to have appropriate support through high-quality professional development programs. Most programs, however, typically prepared by policymakers, focus on how to prepare teachers to use the intended curriculum. In this paper, taking a level-oriented approach, I examine in-service primary teachers' perspectives on school mathematics at the macro-level of the state and policies; the meso-level of the school and the wider community, and the micro-level of the classroom. Drawing on data from semi-structured interviews with 22 experienced teachers in Republic of Cyprus schools, I discuss the importance of examining teachers' perspectives on school mathematics before designing and implementing professional development programs that address curricula reforms.|
|Rights: ||This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License (https://creativecommons.org/licenses/by-nd/4.0/)|
|Licence URL(s): ||http://creativecommons.org/licenses/by-nd/4.0/|
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