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Teachers' Cultural Ideology: Patterns of Curriculum and Teaching Culturally Valued Texts


by Asher Shkedi & Mordecai Nisan — 2006

This study sought to reveal teachers' personal cultural ideologies as reflected in their conceptions of the curriculum for, and in their actual teaching of, culturally valued texts. The concept "teachers' personal cultural ideologies" refers to their value orientation toward the curricular and teaching contents relating to, in this particular case, teaching texts associated with their national group identity. The study is based on an investigation of 50 Israeli teachers of the Hebrew Bible working in ordinary public schools. It revealed six different patterns of teachers' conceptions of the curriculum and teaching for this culturally valued text. Teachers displayed conflicting attitudes toward the expression of personal cultural ideology during the teaching process. Nonetheless, when describing what actually happened in their classrooms, they expressed teaching conceptions that were mostly congruent with their personal cultural ideologies. Although that these teachers taught the same obligatory national curriculum, with its defined cultural-ideological slant, their personal cultural ideologies did not necessarily mesh with the official ideological directions of the written curriculum. This study revealed that during the actual process of teaching, the teacher's personal cultural ideology became dominant, outweighing other types of teaching and curriculum ideology.


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Cite This Article as: Teachers College Record Volume 108 Number 4, 2006, p. 687-725
http://www.tcrecord.org ID Number: 12366, Date Accessed: 12/10/2017 7:10:22 PM

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About the Author
  • Asher Shkedi
    Hebrew University of Jerusalem, Melton Center for Jewish Education
    E-mail Author
    ASHER SHKEDI is the head of the Department of Teacher Education in the School of Education of the Hebrew University of Jerusalem and a faculty member of the Melton Center for Jewish Education. His research and teaching specializations, in which he has published widely, are teacher knowledge and beliefs, teacher education, curriculum development, and qualitative research.
  • Mordecai Nisan
    Hebrew University of Jerusalem, Mandel Institute of Educational Leadership
    MORDECAI NISAN is the emeritus Melton Professor of Psychology at the School of Education at the Hebrew University of Jerusalem. Professor Nisan served as dean of the School of Education at the Hebrew University and is currently the academic director of the Mandel Institute of Educational Leadership. His areas of research, in which he has published widely, are moral development and behavior, the conception of “the good” as a motivational factor, and the preservation of identity as a guiding principle in human behavior.
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