Investigating Bhutanese mathematics teachers' beliefs and practices in the context of curriculum reform
Dolma, Phuntsho (2016) Investigating Bhutanese mathematics teachers' beliefs and practices in the context of curriculum reform. PhD thesis, Queensland University of Technology.
This thesis investigated Bhutanese mathematics teachers' beliefs and practices in the context of curriculum reform. Data collected through survey and classroom observations of practicing teachers revealed that despite positive beliefs about principles embedded in the reformed curriculum, teachers continued to adopt traditional approaches to teaching mathematics. The study identified a number of possible reasons including limited professional development, cultural clashes and challenges in implementing an effective mathematics curriculum in English. The long term implication is that attempts to help pupils achieve levels of mathematical skills that enable them to contribute to the national philosophy of Gross National Happiness need to be grounded in effective teacher development.
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|Item Type:||QUT Thesis (PhD)|
|Supervisor:||Nutchey, David, Chandra, Vinesh, & Watters, Jim|
|Keywords:||Curriculum reform, Bhutanese primary education, Teachers' beliefs, Mathematics education, Standard based curriculum|
|Divisions:||Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
|Institution:||Queensland University of Technology|
|Deposited On:||30 May 2016 22:56|
|Last Modified:||30 May 2016 22:56|
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