Concerns of Teachers and Administrators Regarding the Methodology of the Thematic Integrated Curriculum at the Standard One Level at a Primary School in Trinidad and Tobago

dc.creatorMohammed, Shazaad
dc.date.accessioned2015-11-02T21:12:28Z
dc.date.accessioned2019-08-05T18:18:46Z
dc.date.available2015-11-02T21:12:28Z
dc.date.available2019-08-05T18:18:46Z
dc.date.created2015-11-02T21:12:28Z
dc.date.issued2015-11-02
dc.identifierhttp://hdl.handle.net/2139/41193
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3018870
dc.description.abstractThis study explored the concerns of three Standard 1 teachers and three administrators regarding the methodology of the new Thematic Integrated primary curriculum at a primary school in Trinidad and Tobago. Data were collected through semi-structured interviews, observations, and document analysis. The findings revealed that the teachers and administrators shared the same concerns regarding time, availability of resources, structure of the school, confidence in content areas, collaboration, and training and support.
dc.languageen
dc.subjectCase studies
dc.subjectPrimary school teachers
dc.subjectPrimary school curriculum
dc.subjectCurriculum design
dc.subjectTeacher attitudes
dc.subjectAdministrator attitudes
dc.subjectTrinidad and Tobago
dc.titleConcerns of Teachers and Administrators Regarding the Methodology of the Thematic Integrated Curriculum at the Standard One Level at a Primary School in Trinidad and Tobago
dc.typeThesis


Este ítem pertenece a la siguiente institución