Teachers' Perceptions of the Curriculum Integration Process in VAPA

dc.creatorPritchard, Denise
dc.date.accessioned2014-11-28T15:19:55Z
dc.date.accessioned2019-08-05T18:07:33Z
dc.date.available2014-11-28T15:19:55Z
dc.date.available2019-08-05T18:07:33Z
dc.date.created2014-11-28T15:19:55Z
dc.date.issued2014-11-28
dc.identifierhttp://hdl.handle.net/2139/39285
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3014235
dc.description.abstractThis multi-site study investigated teachers’ perceptions regarding the implementation of curriculum integration in Visual and Performing Arts (VAPA) at the lower secondary level. Data were collected through interviews with six teachers from three secondary schools in the Caroni Educational District of Trinidad and Tobago. The major findings of the study indicated that the teachers’ perceptions regarding their information and knowledge of integrative practices impacted their desire and ability to engage in integrative strategies.
dc.languageen
dc.subjectTeacher attitudes
dc.subjectSecondary school teachers
dc.subjectPerceptions
dc.subjectCase studies
dc.subjectVisual and performing arts
dc.subjectIntegrated curriculum
dc.subjectCurriculum implementation
dc.subjectTrinidad and Tobago
dc.titleTeachers' Perceptions of the Curriculum Integration Process in VAPA
dc.typeThesis


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