Abstract
The study aimed at exploring teacher educators’ beliefs about elementary school curriculum in
Pakistan as teacher educators’ beliefs towards curriculum may influence teachers’ beliefs towards
curriculum. The study was done qualitatively. Sixteen teacher educators were interviewed through
semi-structured interview (fourteen from twelve public sector institutions and two from private
institutions) conveniently. All the participants were those who had either taught a course on
curriculum or member of curriculum review committee(s) or had some other role related to
curriculum development. Moreover, the feedback given by the respondents to the student teachers,
after observing their lessons during teaching practice, was also analysed to cross-validate the
findings from interviews. The data highlight that the elementary school curriculum is generally
perceived as a set of written documents by the teacher educators. School subjects are considered
disintegrated and specialized in nature which may be taught by subject specialists only. Teacher’s
role is largely viewed as to impart subject knowledge and maintain classroom discipline. These
findings indicate that teacher educators’ beliefs on elementary school curriculum are clearly
inclined towards the ‘Scholarly Academic’ and the ‘Social Efficiency’ Ideologies of curriculum.
Muhammad Amin, Qudsia Kalsoom, Muhammad Isla. (2019) Teacher Educators’ Beliefs regarding Elementary School Curriculum in Pakistan, Journal of Elementary Education, Volume-29, Issue-1.
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