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The introduction of the High School Credit System (HSCS) marks a milestone in secondary education in Korea, as it aligns with the 2022 Revised English National Curriculum (2022 RENC) and fosters a learner-centered approach and competency development in students. This study explores teachers’ perceptions of the HSCS, focusing on its role in enhancing students’ core competencies as stated in the 2022 RENC, and the anticipated challenges in its implementation. Data were collected from both middle and high school teachers through surveys and in-depth interviews. Descriptive statistics and independent t-tests revealed that teachers with more experience expressed greater skepticism toward the system as participants cited concerns over increased administrative workload, the need for additional training, and the pressure to teach outside their areas of expertise. Despite these drawbacks, many participants acknowledged benefits such as offering students greater autonomy and course flexibility, which could foster motivation and better align with future career aspirations. Though HSCS may offer opportunities for students to exercise autonomy and flexibility in choosing courses, participants noted that students may need structured guidance in course selection to better align with their career goals. This study highlights the advantage of HSCS in fostering autonomous learning, yet also points out the need for comprehensive teacher training and support for the successful implementation of HSCS in the field. The findings of this study contribute to the current discussions about educational reform in Korea. For HSCS to succeed, a proper balance should be found in preparing teachers and achieving the educational goals promoted by the 2022 RENC.

This article reports on the first qualitative phase of an exploratory sequential mixed method (ESMM) research design focusing on EFL pronunciation instruction in Spanish primary schools. Firstly, it presents an analysis of the National Curriculum in light of recent policy changes and adaptations across seventeen Autonomous Communities (AACC) to assess coherence and the scaffolding of contents. Secondly, based on results from Focus Groups with eight instructors from five different schools and two different AACC, teachers’ perceptions on EFL pronunciation teaching in the current curriculum change are examined according to two main strands, i.e., Curriculum Design and Development and Teacher Professional Development. The results reveal asymmetries in Curriculum Contents regarding specificity and teaching methodologies, as well as some conceptual inconsistencies and dispositions that seem to be leading to overregulation, particularly in relation to increased measures of public accountability. These appear to be heightening tensions that are causing a mismatch between the intended Curriculum and the instructor-experienced curriculum. Another key observation is that, in this scenario, the positive beliefs and attitudes of primary school teachers towards EFL pronunciation are insufficient for optimal teaching. Intervention measures and innovations are suggested to improve the situation, which may be extrapolated to other similar EFL contexts.

* Citizenship education is in teacher training in the Netherlands linked to both the pedagogical and didactic tasks of teachers.* The task of teachers to stimulate the development of values in students is addressed a lot less often.* The idea of democracy and rule of law as a framework for citizenship is not mentioned in most knowledge bases.* As a result, some knowledge bases seem to lack direction, as if all opinions and all ways of ‘dealing with diversity’ are desirable.Purpose: With this article we aim to provide insight into how citizenship education receives attention in the formulated national curricula for teacher education in the Netherlands and to what extent the different domains of citizenship and the different tasks of teachers with regard to citizenship education are addressed.Method: For this study the knowledge base for all teacher training curricula at Bachelor and Master level in the Netherlands were analysed. We looked at the extent to which citizenship (education) is addressed in teacher training and the ways in which this takes place.Findings: The results of the study show that several domains of citizenship are mentioned, albeit not often together in one knowledge base. Citizenship education is linked to both the pedagogical and didactic tasks of teachers. The task of teachers to stimulate the development of values in students is addressed a lot less often. The fact that citizenship also involves moral development is only mentioned in some knowledge base. Also, the idea of democracy and rule of law as a framework for citizenship is not mentioned in most knowledge bases. As a result, some knowledge bases seems to lack direction, as if all opinions and all ways of ‘dealing with diversity’ are desirable.

Two global trends that can be observed in computing education all over the world are moving the beginning of teaching computing as a compulsory school subject to primary education and moving from the teachingof user approaches to digital technologies to computer science content. The Czech Republic is currently the scene of such changes within the ongoing reform of informatics education. This paper presents the visionsand principles that have served as the foundational framework for the reform initiative. A significant term for the introduction of computing in schools is programming. The key figure for the implementation of thechanges is the primary school teacher who has no background in computer science and no experience in the subject as a student. The topic of our inquiry is therefore the attitudes of primary teachers towards teachingprogramming at the time of the ongoing school reform. The aim of the research is to identify the personal, pedagogical and environmental factors that influence teachers’ attitudes towards teaching programming.We measured programming attitudes using Sun’s Teacher Programming Attitude Scale, while the relationship of these attitudes to teachers’ computational thinking was explored using Bebras Challenge tasks. A surveyof primary school teachers revealed a positive attitude towards the teaching of programming, coupled with very good computing skills. The study also found that previous experience in teaching programming is asignificant factor in influencing teachers’ positive attitudes towards the subject.

Offering 100 fun, practical ideas for teaching primary maths, this is the perfect resource for teachers looking for creative ways to vary their practice. The activities cover the entire maths National Curriculum for Key Stages 1 and 2, from number and place value to fractions, measurement, geometry and algebra. The ideas are rooted in a mastery approach and are designed to support both struggling and able learners, but they can easily be embedded into any teaching method and work brilliantly in all classrooms.Whether you're looking to grow your confidence, find new inspiration or simply need one-off ideas, this is a must-have toolkit for you. From teaching proportion using playing cards to setting up a classroom shop to practise currency calculations, this book includes games, starters and open-ended investigations as well as tips for stretch and challenge. These ideas are designed to save teachers time, keep all children engaged and put the magic back into maths.Written by experts in their field, the 100 Ideas books offer practical ideas for busy teachers. They include step-by-step instructions, teaching tips and taking it further ideas. Follow the conversation on Twitter using #100Ideas.

The COVID-19 pandemic is a huge challenge to education systems. This Viewpoint offers guidance to teachers, institutional heads, and officials on addressing the crisis. What preparations should institutions make in the short time available and how do they address students’ needs by level and field of study? Reassuring students and parents is a vital element of institutional response. In ramping up capacity to teach remotely, schools and colleges should take advantage of asynchronous learning, which works best in digital formats. As well as the normal classroom subjects, teaching should include varied assignments and work that puts COVID-19 in a global and historical context. When constructing curricula, designing student assessment first helps teachers to focus. Finally, this Viewpoint suggests flexible ways to repair the damage to students’ learning trajectories once the pandemic is over and gives a list of resources.

BackgroundIntegrating teaching and learning activities around the selected themes was acknowledged as an effective way to manage learning in the Early Childhood Care and Education (ECCE) sector. It was also ensured for the desired results and highest opportunity to prepare young children for school readiness in the South African National Curriculum Framework (NCF).AimThe aim of this study was to explore ECCE teachers’ experiences of integrating activities from the six early learning developmental areas (ELDAs) of the NCF into the selected themes.SettingThis interpretive case study was conducted with six purposively selected ECCE teachers from three centres that followed the guidelines of the NCF for the development of young children in the Umbumbulu rural area in KwaZulu–Natal province.MethodsThe study was framed within the transformative learning theory and qualitative data were generated using semi-structured interviews and document analysis that were inductively analysed using the data analysis spiral.ResultsThe findings show integration as a collaborative venture for teachers to interpret the NCF, select themes, and identify and integrate activities from the six ELDAs when planning lessons. Natural, indigenous themes and man-made resources were used to overcome the shortage of teaching resources. Challenges occurred from the lack of play resources and the support from department officials.ConclusionThis study recommends more teamwork for ECCE teachers to understand the objectives of the NCF for purposeful planning to meet young children’s learning needs and school preparedness in the ECCE sector. Further research is recommended in the ECCE sector.

Teaching methods are primary elements of curriculum. National curriculum provides for student-centered teaching methods including for the subject of physics. Focusing on the importance of teaching methods, the current quantitative study was planned to explore student-centered teaching methods used for physics curriculum implementation. The sample of the study comprised 2,880 science students selected through multistage sampling technique. Self-constructed questionnaire having 4-factors; small group discussion, project work, inquiry teaching and debate were used to collect the data from the respondents. The questionnaire was validated from the experts and pilot tested to ensure Cronbach’s Alpha reliability statistics; .823. The data were analyzed through descriptive statistics and independent sample t-test. Results declared that teachers were making 56% use of student-centered teaching methods. Furthermore, urban secondary schools’ teachers were making more use of student-centered teaching as compared to rural secondary schools’ teachers for curriculum implementation. Based on the results, it is recommended that physics teachers should be provided training in student-centered teaching methods for effective curriculum implementation.

There are sound educational and examining reasons for the use of coursework assessment and practical assessment of student work by teachers in schools for purposes of reporting examination grades. Coursework and practical work test a range of different curriculum goals to final papers and increase the validity and reliability of the result. However, the use of coursework and practical work in tests and examinations has been a matter of constant political as well as educational debate in England over the last 30 years. The paper reviews these debates and developments and argues that as accountability pressures increase, the evidence base for published results is becoming narrower and less valid as the system moves back to wholly end-of-course testing.

This study aims to analyze in-depth and comprehensively the learning barriers of students in an Islamic Boarding School in terms of different dimensions of the curriculum implementation, such as the religion, national education, and technology-based practices. In the study, qualitative method with case study approach was adopted. The participants were composed of how many/boarding school students who were selected using purposive sampling technique. The data were collected via an observation, interviews, and documentation methods. The obtained data were analyzed through problem identification, literature search, determining objectives, data collection, data analysis, and reporting. The results have revealed that the students’ learning barriers in the application of the religion, national education, and technology-based curriculum are, respectively, (a) memorizing the Koran both from within students and from external factors, (b) more emphasis on learning mathematics including low learning motivation, low problem solving and communication skills, notation writing errors, which can be grouped into ontogenic, dictatorial, and epistemological learning barriers, and (c) the lack of facilities and infrastructure, lack of support from the management of Islamic boarding schools, low trust, and attitudes towards ICT. In conclusion, several learning barriers have been detected in every application stage of the curriculum.