出版社：Australian Institutes for Educational Research
摘要：Basic education in the Philippines responded to the multiplicity of demands in its sociopolitical,economic, technological, and academic spheres through various reforms, themost large-scale of which is the K to 12 education program. This initiative changed manyfacets of the curricular operations in Philippine classrooms which are supported bypolicies. The changes that these curricular policies intend to achieve are shaped by theteachers who are at the forefront of its implementation. Using a phenomenologicalapproach, this study investigates how five Filipino teachers implement these policies intheir classrooms. Findings reveal that teachers face a number of tensions that describetheir lived experience in making sense and operationalising curriculum policies in theirclassroom: (1) confused yet appreciative; (2) frustrated yet flexible; and (3) powerless yetvital. This study concludes with discussion about the success of curriculumimplementation depending largely on how teachers understand and implementcurriculum polices.
