ABSTRACT

This study explored the gaps between new kindergarten curriculum and engagement of personnel in real settings of Myanmar. We applied qualitative multi-level analysis through semi-structured interviews with 41 participants (curriculum team members, regional/township administrative staffs, school principals, in-service kindergarten teachers, instructors and students from education colleges and parents) who were participated in the curriculum distribution. The findings indicated that the mindsets of personnel in real settings could not be congruent to the new kindergarten curriculum mainly because of the challenges in the real kindergarten classrooms and their adherence to the old subject-centred curriculum, however, only less effect of cascade curriculum distribution.

摘要

本研究探讨了新的幼儿园课程与人员在缅甸真实环境中的参与之间的差距。我们通过半结构化访谈对参与课程的 41 名参与者（课程团队成员、地区/乡镇行政人员、学校校长、在职幼儿园教师、教师和教育学院的学生以及家长）进行定性多层次分析分配。研究结果表明，真实环境中人员的心态不能与新幼儿园课程相一致，这主要是因为真实幼儿园课堂的挑战以及他们对旧的以学科为中心的课程的坚持，然而，级联课程分配的影响较小.