ONE TEACHER, ONE CURRICULUM? A STUDY WITH TWO MATHEMATICS TEACHERS OF THE MIDDLE SCHOOL
DOI:
https://doi.org/10.21814/rpe.3033Abstract
The objective of this research is to better understand the method by which two Mathematics teachers of middle school, teatching in the same school, the same subject year and the same programmatic contents, exert their own curricular protagonism. This is an interpretative research, with case study design. The data was collected through interviews with the teachers, including classroom observation, the teacher's personal reflection after the observed classes, observation of subject group meetings and document analysis. The results of the research highlight that Inês and Sara, although belonging to the same school and subject group, relate differently with the curriculum. While Inês feels that she has freedom to adapt it to her teaching style and her students needs, acting as a mediator for the prescribed curriculum, Sara tries to follow the curricular guidance strictly, perceiving little room for personal choices. The way they justify their curricular decisions is also distinct.
Keywords
Mathematics Teacher; Curriculum; Curricular management
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