Exploring Teachers' Views on Learning and Teaching in the Context of a Trans-Disciplinary Curriculum

This longitudinal case study of a single school examines changes in the educational beliefs of 10 elementary-school teachers who experienced a constructivist-based trans-disciplinary curriculum (CTC). After 3 years of experiencing a CTC, which emerges through theme-oriented and project-based learning, teachers' educational beliefs had changed to demonstrate multiple views rather than pure beliefs. Teachers' beliefs form a mosaic of complementary visions and the process of change in teachers' beliefs reflects the "overlapping" rather than the "staircase" metaphor. (Contains 1 table and 9 notes.)