The role of teachers’ perception and experience in the mismatch between curriculum design and curriculum implementation; a case study of teaching writing in practical work

This article attempted to study the mismatch between what curriculum designers expect from a course, and the effects teachers’ perceptions and experience have on the implementation of the curriculum in the classroom as the outcome of the study. The focus of the study was on the mismatch between the intended and implemented writing parts of the curriculum through the lens of teachers’ perception and interpretation of the curriculum. Participants were five teachers drawn from four an institute in Tehran. To gain the required data, a mixed method approach was applied. The information provided through questionnaires and interviews was analyzed by NVIVO application. The analyzed data showed some evidence indicating to the roots of the mismatch. According to the results of the study, most of the participants in the study believed that time, culture, motivation, teachers’ knowledge, and institutes’ supports intervene in the mismatch. This means that if teachers know these sources of mismatch, they can control or limit them, and the more experienced the teacher, the fewer mismatches in curriculum implementation. However, there are other factors which are out of the circle of the teachers, say, policy makers, curriculum designers, and institutes.

کلیدواژه ها:

Curriculum design ، Curriculum implementation ، teachers’ perceptions and experience ، writing skills