TEACHERS’ USE OF CURRICULUM: A REVIEW OF LITERATURE

Abstract

The purpose of this article is to provide a broader and more updated review of the research literature on teachers’ curriculum use. Seventy-five articles including thesis, conference papers and research articles on teachers’ interaction with the curriculum and curriculum materials were reviewed. The four perspectives on teachers’ curriculum use arecurriculum use as following the text, curriculum use as drawing on the text, curriculum use as interpretation of the text and curriculum use as participating with the text were used as the primary lenses to review the literature. Key features and examples of research related to each perspective and a number of practical implications are discussed, particularly from vantage point of designing the curriculum.