Journal of Education and Psychology

Abstract

In the context where three public high school teachers collaboratively developed an integrated curriculum module and implemented it in their classrooms, this research aimed to probe the process of teacher change through experiencing and reflecting on curriculum integration. Research questions were as follows:

1. Did teachers change during the process of developing and implementing an integrated curriculum? If so, what changes were shown in their beliefs and classroom practices?
2. How did teachers’ experiencing and reflecting upon curriculum integration relate to their changes in beliefs and classroom practices?
3. How did they interpret their changes and develop their own meaning of curriculum integration?

This research took one year. Data collected included open-ended surveys; reflective journals; observation fieldnotes; public and private documents; and interview and classroom instruction transcripts. The three teachers examined the analyzed and transformed data during the research process. Findings were interpreted through three teacher change stories. The three stories were respectively written from the first, second and third person points of view so as to enhance the variety, readability and generalization of the analyzed data.

The findings revealed that teachers’ reflection focuses included retrospection, deliberation, emancipation, reflection-in-action and conscious awareness; they were aware of their own changes and interpreted curriculum integration as the integration of the self, differences between teachers, and knowledge.

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