Early childhood teachers’ relationship with the official curriculum: the mediating role of professional and policy contexts
In this paper, we explore how professional and policy contexts can mediate early childhood teachers’ relationship with the official curriculum. Using their assessment practices as an impetus for discussion, we probed 28 Greek kindergarten teachers to talk about their engagement with the prescribed c...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2020-04-01
|
| Series: | Education Inquiry |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/20004508.2019.1687080 |