Curriculum Reform in Mexico: Kindergarten Teachers' Challenges and Dilemmas.
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| Title: | Curriculum Reform in Mexico: Kindergarten Teachers' Challenges and Dilemmas. |
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| Language: | English |
| Authors: | Cisneros-Cohernour, Edith J., Moreno, Robert P., Cisneros, Astrid A. |
| Availability: | For full text: http://ericeece.org/pubs/books/katzsym/cisneros.pdf. |
| Peer Reviewed: | N |
| Page Count: | 11 |
| Publication Date: | 2000 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Curriculum Development, Curriculum Problems, Foreign Countries, Government Role, Kindergarten, Preschool Teachers, Primary Education, Teacher Attitudes |
| Geographic Terms: | Mexico |
| Abstract: | A qualitative approach was used to explore the challenges and dilemmas faced by kindergarten teachers in Mexico as a result of recent K-9 curriculum reform. Influenced by the United States, the new curriculum emphasizes the development of academic skills and stresses the values of individualism and assertiveness. In addition, there is increasing pressure for "accountability." As a result of these changes, teachers are faced with the dilemma of administering a curriculum that emphasizes values that are in some respect opposite to the cultural traditions of Mexican families, with virtually no resources to support the effort. Data were collected from interviews, focus groups, and document analysis over an 8-week period. The kindergarten teachers participating in the study discussed their concerns regarding the conflicts between school and home, the lack of coordination among levels of education, and the change from a constructivist teaching approach to an outcomes-based approach. (Author/HTH) |
| Entry Date: | 2003 |
| Accession Number: | ED470886 |
| Database: | ERIC |
| Abstract: | A qualitative approach was used to explore the challenges and dilemmas faced by kindergarten teachers in Mexico as a result of recent K-9 curriculum reform. Influenced by the United States, the new curriculum emphasizes the development of academic skills and stresses the values of individualism and assertiveness. In addition, there is increasing pressure for "accountability." As a result of these changes, teachers are faced with the dilemma of administering a curriculum that emphasizes values that are in some respect opposite to the cultural traditions of Mexican families, with virtually no resources to support the effort. Data were collected from interviews, focus groups, and document analysis over an 8-week period. The kindergarten teachers participating in the study discussed their concerns regarding the conflicts between school and home, the lack of coordination among levels of education, and the change from a constructivist teaching approach to an outcomes-based approach. (Author/HTH) |
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